The Accessibility of Global Mobility for Disabled Students

Soorenian, Armineh

doi:10.1007/978-981-15-2399-1_4

Cited by 2 publications

(9 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Manage and encourage measures, regulations, and goals that complement traditional mobility strategies by ensuring the social inclusion of students with disabilities [34][35][36].…”

Section: Inclusive Student Mobilitymentioning

confidence: 99%

“…Implement strategies to ensure the portability of those support services that foreign students with disabilities already have, or to offer similar services from host HEI [34][35][36].…”

mentioning

confidence: 99%

“…Clearly inform to host HEI about the specific needs from student with disability interested in mobility (the information should be contained in the mobility application form) [34][35][36]. 6.…”

mentioning

confidence: 99%

“…Hold virtual meetings (between the interested student with disabilities, and representatives of the host and home institutions) prior to the mobility, to provide information about the host university environment, reasonable accommodations available, the city to be visited (if appliable), place of accommodation, medical assistance, accessible means of transport, personal assistance, support for daily needs (for example, cooking), recreational and/or socializing places, among other aspects related to the stay in the host place [34,36]. 7.…”

mentioning

confidence: 99%

“…Establishment of communication channels both at the host university and at the university of origin to provide support and/or assistance for students with a disability during the mobility period [34][35][36]. 8.…”

mentioning

confidence: 99%

See 4 more Smart Citations

Guidelines to Establish an Office of Student Accessibility Services in Higher Education Institutions

et al. 2022

View full text Add to dashboard Cite

The objective of this paper is to propose a set of guidelines to establish an office of Student Accessibility Services (SAS) in Higher Education Institutions (HEIs). The proposed guidelines help to integrate disjointed knowledge to facilitate its interpretation and implementation during deployment of basic support services in favor of students with disability. These guidelines can help to mitigate complexity in providing SAS for the first time in HEIs. These guidelines cover both the design and implementation of an office of SAS and its management. Knowledge was found through a multivocal literature review (MLR), which allowed to capture not only academic approaches but also vantage points and experiences from practice. Key concepts and aspects were organized into eight components (five related to the design and implementation, and three associated with the management context). An expert appraisal method was used as a proof of concept, which complemented a previously performed preliminary implementation example. Obtained results demonstrated the pertinence of the conceptual proposal and confirmed guidelines capability for full implementation in a real-world scenario.

show abstract

“…Manage and encourage measures, regulations, and goals that complement traditional mobility strategies by ensuring the social inclusion of students with disabilities [34][35][36].…”

Section: Inclusive Student Mobilitymentioning

confidence: 99%

“…Implement strategies to ensure the portability of those support services that foreign students with disabilities already have, or to offer similar services from host HEI [34][35][36].…”

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Guidelines to Establish an Office of Student Accessibility Services in Higher Education Institutions

et al. 2022

View full text Add to dashboard Cite

show abstract

Chileans with Disabilities Studying Abroad

Valenzuela-Zambrano

Figueroa

Pérez

2022

Cal Edu

View full text Add to dashboard Cite

En la actualidad, es muy baja la movilidad de chilenos con discapacidad por razones de estudios; además, se cuenta con pocos antecedentes que revelen las causas de ello. Este trabajo tiene como motivación conocer las percepciones sobre la experiencia de profesionales con discapacidad que cursaron un magíster en el extranjero con patrocinio del Estado chileno.El estudio cualitativo se llevó a cabo a través de entrevistas a tres de doce becarios pertenecientes a la primera y única cohorte del programa. La entrevista y su análisis fue con base en la selección de expertos de indicadores nacionales para una movilidad segura, basados en los de la Unión Europea.Los resultados señalan un óptimo cumplimiento por parte de las instituciones receptoras en infraestructura y la presencia de unidades de apoyo. No así en las actitudes de docentes para adecuar el proceso de enseñanza aprendizaje.En cuanto a la percepción del programa, esta es positiva solo haciendo hincapié en la revisión de realizar un proceso de postulación más amigable e inclusivo, así como también mejorar el presupuesto asignado que, en algunos casos, no se ajustaría a los requerimientos de una movilidad en condiciones de equidad.

show abstract

The Accessibility of Global Mobility for Disabled Students

Cited by 2 publications

References 11 publications

Guidelines to Establish an Office of Student Accessibility Services in Higher Education Institutions

Guidelines to Establish an Office of Student Accessibility Services in Higher Education Institutions

Chileans with Disabilities Studying Abroad

Contact Info

Product

Resources

About