Enabling the full participation of university students with disabilities: seeking best practices for a barrier-free language centre

Tuomi, Margaret Trotta; Jauhojärvi-Koskelo., Camilla

doi:10.14705/rpnet.2015.000291

Cited by 1 publication

(2 citation statements)

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“…The main part of the teachers met students with any kind of disability, rating dyslexia as the most frequent met disability (UA 93.8% and UB 89.7%). This is in accordance with Tuomi and Jauhojärvi-Koskelo (2015) who found that all teachers in their research have taught students with disabilities. The results also showed a difference between the two universities, which indicated a different understanding and confidence in how to teach students with SEN. At University B, where they also have a mandatory course on teaching in higher education with learning contents about teaching students with SEN, the teacher educators expressed more confidence.…”

Section: Discussionsupporting

confidence: 91%

“…However, even if it is illegal to treat a student with disability less favourable than their typically developing peers, this does not necessarily result in an inclusive practice in higher education (Hopkins, 2009). In Finland, Tuomi and Jauhojärvi-Koskelo (2015) found that 3.4% of university students have a diagnosed or observed illness or disability that affects their learning in teacher education. A survey of language centre educators showed that all educators had taught students with disabilities during their university careers.…”

Section: Previous Researchmentioning

confidence: 99%

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Teacher Educators’ Self-Reported Preparedness to Teach Students With Special Educational Needs in Higher Education

Holmqvist

Anderson

Hellström

2019

PEC

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This research explores teacher educators’ self-reported preparedness to teach students with special educational needs. Teacher educators are concerned with preparing the next generation of teachers who will, in turn, be addressing the needs of students with special educational needs within schools. Being able to address this important task also in their own teaching at the teacher education program is important for their own credibility. In total, 104 teacher educators at two university faculties completed an online questionnaire with questions about teaching students with special education needs. The results showed a significant difference between the educators’ self-reported professional development needs. At University B, educators rated their own competence as well as the organizational ability to meet students with special educational needs higher than educators at University A, regardless of disability. One explanation for the differences in self-rated competence might be due to the mandatory courses about how to teach students with special educational needs, shaping a community of practice with a shared knowledge among the teacher educators at University B. However, the experienced challenge lies in difficulties to transform the knowledge of what is required and expected into practical solutions for teaching students with special educational needs. Keywords: disability research, inclusive teaching, professional development, special educational needs, teacher education.

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Section: Discussionsupporting

confidence: 91%

Section: Previous Researchmentioning

confidence: 99%