Perceptions of university students with disabilities in Spain: ideas and beliefs about attitudes towards their inclusion

Sánchez, María Tamara Polo; Puerta, Marta Aparicio

doi:10.1080/09687599.2021.1997716

Cited by 7 publications

(3 citation statements)

References 47 publications

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“…University lecturers should, however, receive training on inclusive education [11]. In addition, students with disabilities emphasised the need to provide training and/or information on disability [21], a reflection we mentioned in Section 3.…”

Section: Discussionmentioning

confidence: 99%

“…Despite the need of the current society of inclusive higher education experiences that inspire and motivate other university teachers, there is still not enough work addressing this challenge. However, the study of the inclusion of people with disability at university has been developed with more intensity in recent years in different parts of the world, as can be found in [11,[14][15][16][17][18][19][20][21][22][23][24]. Unfortunately, this trend is not as exciting if we focus on the field of science in general and statistics in particular.…”

Section: Introductionmentioning

confidence: 99%

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Engaging Environmental Sciences Students in Statistics through an Inclusive Experience in a Spanish University

Llinares

Navarro

2022

Sustainability

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In Spain, the issue of people with disability’s access to adapted educational material is still unresolved in the university context. Other insufficiently addressed issues comprise actions to include students with intellectual disability in university classrooms, and the awareness-raising and sensitisation of undergraduate students regarding disability. These deficiencies persist despite the known benefits of these types of initiatives for all the agents involved. For this reason, we carried out an inclusive experience at the Pablo de Olavide University, specifically in the statistics subject. Educational resources were adapted, inclusion activities were conducted with students with intellectual disability, and we were in charge of awareness-raising and sensitisation of undergraduate students. The present paper describes the experience as well as its evaluation, which was performed using a survey. Furthermore, the work compares the achievement of students with a more engaging system that incorporates inclusive teaching versus one that does not. The results, which were statistically analysed, report high levels of satisfaction for all the involved agents, as well as improvements in the academic performance of the students. Recommendations directed towards both teaching staff and educational authorities are also provided on how to promote inclusion in universities and more specifically inclusion in science. These suggested educational policies aim to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, based on the Sustainable Development Goal 4 of the 2030 Agenda for Sustainable Development.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Engaging Environmental Sciences Students in Statistics through an Inclusive Experience in a Spanish University

Llinares

Navarro

2022

Sustainability

View full text Add to dashboard Cite

show abstract

“…Students in 45 of the studies requested staff training on disability issues because of the aforementioned challenges (e.g., Morgado Camacho et al, 2017;Ule, 2017;Khalifa et al, 2018;Melero et al, 2018;Squires and Countermine, 2018;Flink and Leonard, 2019;Osborne, 2019;Perera-Rodríguez and Moriña Díez, 2019;Accardo et al, 2019a;Abed and Shackelford, 2020;Meluch and Starcher, 2020;García-González et al, 2021;Polo Sánchez and Aparicio Puerta, 2021;Zabeli et al, 2021). Such training could cover topics relating to disabilities generally as well as to particular conditions Sarrett, 2018).…”

Section: Subtheme 23: Call For Lecturers To Attend To Students' Needsmentioning

confidence: 99%

Aspirations and accommodations for students with disability to equitably access higher education: a systematic scoping review

Bartolo,

Borg,

Callus

et al. 2023

Front. Educ.

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IntroductionSeveral international conventions have recognized the importance of equal access to higher education on the basis of ‘capacity’. However, inequalities persist for various groups. This paper presents a systematic scoping review of studies on the aspirations and access needs of students with disability, medical and mental health conditions to equitably participate in tertiary education.MethodsA search of ERIC, PsycINFO and Web of Science databases identified 133 relevant research articles from across the world covering the experiences of students with all types of disability. These were subjected to thematic analysis.ResultsThree main themes were identified. Firstly, the findings showed that a crucial component of the student higher education experience was the development of their own self-identity, addressing stigma and enhancing self-advocacy skills, autonomy, and career prospects. Secondly, the studies described how students struggled for full membership in the university community, calling for a transformation of university physical, social and teaching environments for them to access and participate in academic and social activities. Thirdly, the analysis showed that students valued individual accommodations in both coursework and assessment.DiscussionThese findings constitute a newly comprehensive framework for inclusive tertiary education systems and individual accommodations which is grounded in empirical research from a wide variety of contexts. This can serve higher education institutions to develop policy and procedures to ensure equitable participation of students with disability.

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Inclusion in Ghanaian public universities: a focus on student voices

Mensah

Campbell‐Evans

Main

2022

Disability & Society

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Perceptions of university students with disabilities in Spain: ideas and beliefs about attitudes towards their inclusion

Cited by 7 publications

References 47 publications

Engaging Environmental Sciences Students in Statistics through an Inclusive Experience in a Spanish University

Engaging Environmental Sciences Students in Statistics through an Inclusive Experience in a Spanish University

Aspirations and accommodations for students with disability to equitably access higher education: a systematic scoping review

Inclusion in Ghanaian public universities: a focus on student voices

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