Higher education provision for students with disabilities in Cyprus

Abstract

Internationally, the number of students with disabilities entering higher education institutions is on the rise. Research estimates that 8% to 10% of students attending higher education are registered with disability, with learning difficulties being the most commonly reported disability. Widening participation in higher education has been supported by legislative changes, inclusive education practices, the use of ICT and accessible facilities and programs and, ultimately, an increasing belief among students with disabilities that higher education maximizes their opportunities for employment and independent living. Within the Cypriot context, research on disability, access and provision in higher education is limited. This study was a part of a large-scale study (PERSEAS) funded by the EU. From the original sample, fifteen students attending private higher education institutions in Cyprus reported disability (i.e., sensory impairment, dyslexia, physical disabilities) and were selected for focus group discussions. Also, interviews and focus groups were conducted with the Headmasters and teachers respectively in ten private higher education institutions. This study yielded interesting results regarding the current state of provision (e.g., concessions for exams and assignments, infrastructure, teaching modification, counseling services) as well as issues of social inclusion, equality of opportunity and entitlement to education.

College Students with Physical Disabilities: Common On Campus, Uncommon in the Literature

“…Additionally, one article addressed self-determination (Parker, 1999), while three discussed the transition from college to career (Israelite, Swartz, Huynh, & Tocco, 2005;Roessler et al, 2009, Roessler & Kirk, 1998. Two studies described disability programs for individuals with physical disabilities and included descriptions of program/university policies (Hadjikakou & Hartas, 2008;Lechtenberger, Barnard-Brak, Sokolosky, & McCrary, 2012).…”

Educación Inclusiva Y Enseñanza Superior Desde La Mirada De Estudiantes Con Diversidad Funcional

“…Los resultados obtenidos en este trabajo son coincidentes con investigaciones previas (Fuller et al, 2004;Hadjikakou & Hartas, 2008;Konur, 2002;Nielsen, 2001;Tinklin et al, 2004). También en estos trabajos, en ocasiones, algunos profesores no se mostraban dispuestos a realizar ajustes razonables, ya que consideraban que bajaban el nivel de enseñanza o suponía un trato de favor frente a otros compañeros.…”

Students with disabilities in higher education – perceptions of support needs and received support

“…The studies generated information regarding the difficulties, needs of support and strategies reported by the students with AS, relatives and coordinators (Simmeborn Fleischer, 2012a as well as information on the support (Hadjikakou & Hartas, 2008;Madriaga & Goodley, 2010) in HE. The other three sources provided information on the support system and available support options in higher education.…”

“…Among these students, some need more support than others to succeed in their studies and to function successfully in daily student activities. Hadjikakou and Hartas (2008) suggest that an individualised approach is required to identify and provide appropriate support needs for students with disabilities rather than providing general support based on type of impairment. However, students perceiving the same type of problems may need different interventions due to different causes to their problems.…”