Editorial: Students with Disabilities in Higher Education

Hove, Geert Van; Schippers, A.; Bakker, Minne

doi:10.17645/si.v6i4.1792

Cited by 3 publications

(4 citation statements)

References 9 publications

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“…Opportunities in inclusive education, designing policies for inclusive settings 2018 Hove et al [32] Students with disabilities in higher education.…”

Section: European Journal Of Special Needs Educationmentioning

confidence: 99%

Inclusion Setting for Disabilities in Higher Education: A Systematic Review of Issues and Challenges in Disabilities Research

Jaafar¹,

Maarof²,

Hisam³

et al. 2020

Proceedings of the International Conference on Student and Disable Student Development 2019 (ICoSD 2019)

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Department of Higher Education Malaysia has launched the guideline that emphasis on disabilities to promote inclusivity setting at higher education institutions. The idea is basically to highlighted the effort by leaving no one behind. Nowadays, students with disabilities facing many challenges and hardships to adapt and adopt with the current institutions setting including physical and non-physical aspects. This paper intended to do a systematic review of the disabilities research for the past 20 years. The information and knowledge of this review are believed to help in assisting the higher education institutions providing a more comprehensive environment for the disable students which later helps them persist and remain in the institution.

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“…Opportunities in inclusive education, designing policies for inclusive settings 2018 Hove et al [32] Students with disabilities in higher education.…”

Section: European Journal Of Special Needs Educationmentioning

confidence: 99%

Inclusion Setting for Disabilities in Higher Education: A Systematic Review of Issues and Challenges in Disabilities Research

Jaafar¹,

Maarof²,

Hisam³

et al. 2020

Proceedings of the International Conference on Student and Disable Student Development 2019 (ICoSD 2019)

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“…Thus, it is essential for university professors to be trained in inclusive educational processes and to show a flexible attitude towards comprehensive education for all students (Moriña et al, 2015; Vigo et al, 2005). Different domestic and international studies show that university professors’ diversity training shortcomings have negative repercussions on their attitudes, beliefs and awareness needed to implement inclusive practices (Moriña, 2017 2017; Moswela & Mukhopadhyay, 2011; Ojok & Wormnaes, 2012; Thaver & Lim, 2014; Van et al, 2018).…”

Section: Theoretical Introductionmentioning

confidence: 99%

“…En este sentido, es fundamental que el profesorado universitario esté formado en procesos educativos inclusivos, así como presentar una actitud flexible hacia una educación integral para todo el alumnado (Moriña et al, 2015; Vigo et al, 2005). Diversos estudios nacionales e internacionales, demuestran que las necesidades de formación que presenta el profesorado universitario en atención a la diversidad repercuten negativamente sobre sus actitudes, creencias y sensibilización para llevar a cabo un desarrollo de prácticas inclusivas (Moriña, 2017; Moswela & Mukhopadhyay, 2011; Ojok & Wormnaes, 2012; Thaver & Lim, 2014; Van et al, 2018).…”

Section: Introducción Teóricaunclassified

Snapshot of inclusion at the university from the perspective of academic staff (Visión global de la inclusión en la universidad desde la perspectiva del personal académico)

González

Colmenero

2021

Culture and Education

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Currently we find greater inclusion of people with functional diversity at university; however, the attitude and training of university professors is found to be the main barrier. The objective of this study is to analyse the inclusive processes that university professors carry out to meet the needs of students with functional diversity and to identify how the variables of gender and training influence their attitudes towards inclusion. We administered the 'Diver-Form-Questionnaire on Diversity and University Education' survey to 431 professors from the University of Jaén. The results show that the instructors implement inclusive educational processes in their teaching practice, although there are significant differences in their attitudes regarding gender and training when implementing these inclusive actions. The conclusions indicate that it is necessary to rethink their teacher training in order to move towards educational inclusion and diversity at university. RESUMENActualmente encontramos una mayor inclusión de personas con diversidad funcional en la universidad, sin embargo, localizamos como principal barrera la actitud y formación del profesorado universitario en este ámbito. El presente estudio tiene como objetivo analizar los procesos inclusivos que el profesorado universitario lleva a cabo para dar respuesta a las necesidades del alumnado con diversidad funcional e identificar cómo influyen las variables género y formación en sus actitudes hacia la inclusión. Hemos utilizado la encuesta 'Diver-Form-Cuestionario sobre Diversidad y Formación Universitaria' y han participado 431 profesores de la Universidad de Jaén. Los resultados demuestran que el profesorado realiza procesos educativos inclusivos en su práctica docente, aunque se encuentran diferencias significativas en su actitud, en cuanto al género y la formación, para llevar a la práctica dichas actuaciones inclusivas. Las conclusiones apuntan que es necesario replantear la formación del profesorado para poder avanzar hacia la inclusión educativa y atención a la diversidad en la universidad.

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“…Providing facilities that are required for students with impairments is a first step that should be supplied by the institution. This provision is for impaired students to spend their lives at public universities (Hove, et al, 2018). Johnson (2006), has mentioned that the faculty or institutions that have a lack of awareness of students with disabilities also add to the difficulties of accommodating or adjusting to students with special needs since they are still not accustomed to the campus environment.…”

Section: Introductionmentioning

confidence: 99%

Provision of Students with Disabilities Facility at Public Universities: A Case Study

Ismail¹,

Abdullah²,

Ghani³

2021

IJARPED

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In line with a developing and developed nation, Malaysia offers educational opportunities to all walks of life regardless of age, status, and gender. In this regard, people with disabilities are not marginalized for higher education. Opportunities for the disabled to pursue higher education can be achieved with the same rights as other normal students. As such, the provision of disabilityfriendly accessibility is an essential element of a public university for the convenience of students with disabilities to university life. Emphasis on the provision of disabled-friendly facilities is important as this facility is the right they should have. In addition, the government also provides for the disabled to further their education at public and private higher education. Therefore, the provision of facilities at the institute level should not be an issue that prevents the disabled from gaining an education. The objective of this study was to study the barriers to facilities faced by disabled students in public universities. This study was conducted at a public university located in the state of Selangor. The method used was qualitative and in-depth interviews were conducted with selected informants. The findings of this study indicate that there is a need for improvements to facilities at public universities for the use of students with disabilities.

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Editorial: Students with Disabilities in Higher Education

Abstract: This editorial will at first present the thirteen different articles published in the issue. On a second level, we will focus on “overarching themes”. Those themes should be understood as links between the different articles in this volume.

Cited by 3 publications

References 9 publications

Inclusion Setting for Disabilities in Higher Education: A Systematic Review of Issues and Challenges in Disabilities Research

Inclusion Setting for Disabilities in Higher Education: A Systematic Review of Issues and Challenges in Disabilities Research

Snapshot of inclusion at the university from the perspective of academic staff (Visión global de la inclusión en la universidad desde la perspectiva del personal académico)

Provision of Students with Disabilities Facility at Public Universities: A Case Study

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