Re-visiting the role of disability coordinators: the changing needs of disabled students and current support strategies from a UK university

Koca-Atabey, Müjde

doi:10.1080/08856257.2016.1254969

Cited by 9 publications

(4 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The first one was related to the support provided by the disability services to help faculty members to make the reasonable adjustments according to the type of disability. [ 26 , 39 ]. Participants pointed out their concerns regarding the lack of coordination between these services, the faculty and the students.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain

2021

View full text Add to dashboard Cite

Introduction This study investigates the profiles of 25 faculty members of the area of Social and Legal Sciences, from seven Spanish universities, who were selected by students with disabilities. Specifically, the aim of this paper is to understand why, despite their lack of pedagogical and disability training, they are considered to be inclusive faculty members. Objective For this purpose, we analysed the professional characteristics of these academics, their conceptions about disability, what actions they carry out to provide an inclusive response and how they consider that the current situation of university students with disabilities could be improved. Methods Semi-structured individual interviews were used to collect the data. Subsequently, a progressive analysis of the data was performed, using an inductive system of categories and codes. Results and conclusions The results show that these faculty are responsible, involved and committed to their teaching performance. Moreover, they regard reasonable adjustments as a fundamental requirement to handle the different needs of students with disabilities. This paper–which can also be useful for faculty and researchers in other areas of knowledge–comes to the conclusion that training is relevant for becoming an inclusive faculty member. Nevertheless, good will and eagerness to do one’s job properly are even more important aspects.

show abstract

Section: Discussionmentioning

confidence: 99%

“…To this respect, they value the existence of support services of the universities and the help provided by them. However, in their opinion, such services still require improvements [ 26 , 27 ].…”

Section: Introductionmentioning

confidence: 99%

Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain

2021

View full text Add to dashboard Cite

show abstract

“…Since teaching staff encountered a number of competing policy implementation demands and because services were organised centrally, disability staff were perceived to be the ones responsible for disabled students. One solution is to locate disability support within academic departments (Koca‐Atabey, 2017) so that it becomes part and parcel of what academic staff encounter in their day‐to‐day work practice.…”

Section: Discussionmentioning

confidence: 99%

Additional support services and the utilisation of teaching assistants in university settings: dissuading inclusive practice or improving academic outcomes?

Wray¹

2021

Support for Learning

View full text Add to dashboard Cite

This paper examines the perceptions of staff within a university in the UK, of the role of teaching assistants and centrally located disability services. Staff were generally positive about support available although when communication had broken down this led to a lack of trust with centrally organised support. Staff were happy for support staff to be available within the classroom although this role was misunderstood. At times tensions arose around adjustments to classroom practices which were recommended by centrally located staff. Paradoxically, centrally organised support may have acted as a barrier to more inclusive teaching practice: whilst teaching staff often disagreed with recommendations for adjustments to teaching practice made by central staff they were nonetheless reluctant to take on the role of acting as the expert in these situations. Implications for practice and service delivery are discussed alongside suggestions for future research.

show abstract

“…Lisa'nın pek çok olumsuz duyguyla karşılaşmasına zemin hazırlamıştır. Şartlar ve zaman, alan yazınında engel ile ilgili olarak vurgulanan iki önemli husustur (örn Schillmeier 2008;Koca-Atabey, 2017)…”

unclassified

Engelli Bir Üniversite Öğrencisinin Deneyimleri: İki Farklı Analiz Yöntemiyle Değerlendirme

Koca-Atabey

Öz

2018

AYNA Klinik Psikoloji Dergisi

View full text Add to dashboard Cite

Literatürde engel ile ilgili farklı bakış açıları mevcuttur. Bunların en bilinenleri tıbbi model, sosyal model ve biyopsikososyal modeldir. Bu çalışma; engeli, hayatın bir gerçeği, değişik bir yaşam deneyimi, ilginç ve müspet bir olgu olarak tanımlayan sosyal model çerçevesinde kurgulanmıştır. Bu çalışma kapsamında, engelli bir üniversite öğrencisinin eğitim hayatıyla ilgili deneyimlerinin incelemesi amaçlanmıştır. İlk aşamada, katılımcı ile 55 dakika süren bir görüşme yapılmış ve konuşulanlar kelimesi kelimesine yazıya aktarılmıştır. Daha sonra ise iki farklı nitel analiz yöntemi (yorumlayıcı fenomonolojik analiz -YFA-ve söylem analizi) bir arada kullanılarak analizler yapılmıştır. Kullanılan iki analiz yöntemi engelli bir üniversite öğrencisi olmanın farklı boyutlarında benzer bulgular ortaya çıkarmıştır. Örneğin 'engelli olmanın adil olmadığı' ile ilgili husus hem YFA hem de söylem analizi sonucunda ortaya çıkmıştır. İki analizin sonuçları karşılaştırıldığında ortaya çıkan en büyük fark, olumsuzlukların söylem analizi sonucunda daha çok kendini göstermesidir. Katılımcının deneyimleri anlamlandırılmaya çalışılırken hem içeriğe hem de bu içeriğin nasıl ifade edildiğine odaklanılmıştır. Bu özellikleriyle, tek katılımcının dâhil edildiği bu çalışma, iki farklı analiz yönteminin kullanımı sonucunda elde edilecek bulguları yorumlama konusunda pilot çalışma niteliğinde bir araştırma olarak kabul edilebilir. Sonuçlar, sosyal model bakış açısıyla incelendiğinde ise toplumun katılımcıya pek çok engel çıkardığı sonucuna varılabilir. Bunun yanında, şartlar ve zaman katılımcının lehine işlemiştir. Engelli üniversite öğrencileri ile ilgili çalışmaların devam etmesi özellikle psikolojik iyilik hallerinin geliştirilmesi açsından önemlidir. Pastanın kreması olarak nitelendirilebilecek bu öğrencilerinin desteklenmesi toplum refahına katkı sağlayacaktır.

show abstract

Re-visiting the role of disability coordinators: the changing needs of disabled students and current support strategies from a UK university

Cited by 9 publications

References 32 publications

Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain

Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain

Additional support services and the utilisation of teaching assistants in university settings: dissuading inclusive practice or improving academic outcomes?

Engelli Bir Üniversite Öğrencisinin Deneyimleri: İki Farklı Analiz Yöntemiyle Değerlendirme

Contact Info

Product

Resources

About