Qualitative Analysis of the Barriers College Students With Disabilities Experience in Higher Education

Hong, Barbara S. S.

doi:10.1353/csd.2015.0032

Cited by 173 publications

(129 citation statements)

References 18 publications

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“…Otros trabajos han llegado a conclusiones similares, que coinciden en los mismos resultados y además, han estudiado cómo formar al profesorado universitario en materia de discapacidad (Debrand & Salzberg, 2005;Healey, Jenkins, Leach, & Roberts, 2001;Hockings & cols., 2012). En algunos de los estudios realizados se concluye que la actitud del profesorado mejora una vez que éste se forma y cuenta con más experiencia sobre cómo responder a las necesidades de los estudiantes con discapacidad (Hong, 2015;Murray & cols., 2011).…”

Section: Discusión Y Conclusionesunclassified

Profesorado universitario y educación inclusiva: respondiendo a sus necesidades de formación

Moriña

Carballo²

2018

Psicol. Esc. Educ.

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ResumenEste artículo presenta los resultados de una investigación cuyo objetivo era diseñar, desarrollar y evaluar un programa de formación sobre educación inclusiva y discapacidad dirigido al profesorado universitario. Mediante el uso de una metodología cualitativa, se realizó la evaluación en tres momentos: una evaluación inicial de las necesidades de formación de los participantes; una evaluación de proceso durante el desarrollo del programa; y una evaluación final de los resultados una vez concluida la formación. Los instrumentos empleados para la recogida de datos fueron la entrevista semi-estructurada individual y grupal, el cuestionario abierto y la observación. Este trabajo ofrece una visión sobre las principales necesidades de formación de los 20 participantes y cómo el programa da respuesta a éstas, exponiendo los aprendizajes más relevantes adquiridos por los docentes y contrastándolos con la situación de partida. Finalmente, en las conclusiones se expone una discusión de los resultados con otras investigaciones previas.Palabras Clave: Formación de profesores; evaluación de programa; educación inclusiva. University teaching staff and inclusive education: responding to their training needs AbstractThis article presents the results of a research whose objective was to design, develop and evaluate a training program on inclusive education and disability aimed at university teaching staff. Through the use of a qualitative methodology, the evaluation was carried out in three moments: an initial evaluation of the training needs of the participants; a process evaluation during the development of the program; and a final evaluation of the results once the training is completed. The instruments used for the data collection were the semi-structured individual and group interview, the open questionnaire and the observation. This work offers a vision about the main training needs of the 20 participants and how the program responds to them, exposing the most relevant learning acquired by the teachers and contrasting them with the starting situation. Finally, the conclusions show a discussion of the results of other previous investigations.Keywords: Teacher training; program evaluation; inclusive education. Professorado universitário e educação inclusiva: respondendo a suas necessidades de formação ResumoEste artigo apresenta os resultados de uma pesquisa cujo objetivo era conceber, desenvolver e avaliar um programa de formação sobre educação inclusiva e deficiência dirigido aos professores universitários. Mediante o uso de uma metodologia qualitativa, realizou-se a avaliação em três momentos: avaliação inicial das necessidades de formação dos participantes; avaliação do processo durante o desenvolvimento do programa e avaliação final dos resultados uma vez concluída a formação. Os instrumentos empregados para a coleta de dados foram a entrevista semiestruturada individual e grupal, o questionário aberto e a observação. Este estudo oferece uma visão sobre as principais necessidades de formação dos 20 participantes ...

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Section: Discusión Y Conclusionesunclassified

Profesorado universitario y educación inclusiva: respondiendo a sus necesidades de formación

Moriña

Carballo²

2018

Psicol. Esc. Educ.

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“…The barriers to participating in college for people with disabilities have been studied by many researchers. In one study (Hong, 2015), sixteen college students with various disabilities kept a journal about their student experience for 10 weeks. Students in this study often described college as stressful.…”

Section: Barriers To Participating In Collegementioning

confidence: 99%

Likes, dislikes, supports and barriers: the experience of students with disabilities in university in Ireland

Spassiani

Murchadha

Clince

et al. 2017

Disability & Society

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There are more students with disabilities going to college than ever before. It is important that colleges understand the experiences of students with disabilities when in university. This research project was carried out by 12 students with intellectual disabilities who are enrolled in an Irish University, under the guidance of their lecturers. It looked at four research questions: (1) What do we like about going to college?; (2) What do we dislike about going to college?; (3) What supports do students with disabilities experience to participation in college?; and (4) what barriers do students with disabilities experience to participation in college? The results show many interesting findings about what students with disabilities experience in college and this information can be used to help colleges to better support students with disabilities.

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“…The conclusions in this research continue to support previous research (Collins & Mowbray, 2005;Hong, 2015;Newman & Madaus, 2015) that suggested that classroom experiences, behaviors, and perceptions of students with disabilities interact during their higher education experience. The interaction of these dynamics, combined with the allocation of supports to provided educational access for students with disabilities, influences perception of campus climate.…”

Section: Chapter Five: Discussionsupporting

confidence: 85%

A Whole New World: Students with Disabilities Transition to Postsecondary Education

Whitaker¹

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Since the inception of the Americans with Disabilities Act (ADA) of 1990, there has been a steady increase in the enrollment of students with disabilities in higher education. With the postsecondary transition in educational supports from the Individuals with Disabilities in Education Act (IDEA) in high school to ADA in college, there has been a lack of research related to the experiences of these students with disabilities while they are in college. Considering the changes in disability experience resulting from education policy changes from high school (IDEA) to college (ADA/Section 504), the purpose of this study was to examine the experiences of first-year students with disabilities at four-year higher education institutions. This study utilized components from Disability Studies in Education approach, Disability Critical Race Studies (DisCrit), Acculturation, and Diverse Learning Environment frameworks in analyzing first-year students with disabilities' experiences. Using a mixed-methods approach to investigate both attitudes and perceptions, the researcher conducted a survey of 63 students representing five colleges and focus group interviews with 43 students representing three colleges. Findings indicate that firstyear students with disabilities are assimilating into the mainstream non-disabled culture in higher education. First-year students with disabilities heavily rely on adult's (parents or disability service personnel) knowledge in educational decision making. Additionally, the findings also highlight the impact of fee-based, specialized disability programs on first-year student experiences and perceptions of campus climate. This study contributes to the understanding of the conditions that support and challenge the higher education experiences of first-year students with disabilities. The findings also highlight a need for more research examining a broader range of disability categories and the intersection of disability and race. DEDICATION With the utmost sincerity, respect, and admiration, I dedicate my dissertation to:

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Qualitative Analysis of the Barriers College Students With Disabilities Experience in Higher Education

Cited by 173 publications

References 18 publications

Profesorado universitario y educación inclusiva: respondiendo a sus necesidades de formación

Profesorado universitario y educación inclusiva: respondiendo a sus necesidades de formación

Likes, dislikes, supports and barriers: the experience of students with disabilities in university in Ireland

A Whole New World: Students with Disabilities Transition to Postsecondary Education

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