The University Administrative Staff Perception of Inclusion in Higher Education

Abstract

This study investigates university administrative staff perception of inclusion in higher education at the university level. The study uses the University of Latvia as a case to answer the following research questions: What constitutes inclusion in university education, how accessibility is provided? What are the support systems provided for diverse students? What support and training are provided to administrative and academic staff to ensure that the educational needs of diverse student bodies are met? The methodology employed is exploratory and descriptive, and uses the interview method and semi-structured questionnaire. The sample is made of seven administrative staff members representing all levels of administration in the University. Findings suggest that administrative staff members perceive inclusion as a new principle for HE, where diversity is perceived in its broader sense. Findings indicate that support is provided to all students, but that the support is not designed specifically for students with diverse needs. Findings suggested that none of the administrative staff or academics had received training on how to address student diversity.

Access and Participation of Students with Disabilities: The Challenge for Higher Education

“…Among them, the lack of preparation of teachers to use a methodology that promotes inclusion in the classroom according to the needs of their students stands out [39]. These results coincide with other studies that have been carried out on the lack of teacher training to cater for these students in higher education [52,53]. They also mention the difficulties of access to material resources, since in most cases they are not adapted to their needs or are limited [34,40,46,54].…”

Inclusive education in higher education institution: Are Ukrainian faculty members’ ready for it?

“…Stentiford and Koutsouris (2021) noted that inconsistency and fragmentation in the perception of inclusive education significantly hinder the dissemination of inclusion in higher education institutions. The study focusing on the perception of inclusion in higher education by university administrative staff emphasizes that in Latvia, faculty members do not undergo training on how to work with student diversity (Nimante et al, 2021). In general, the preparation of teachers for implementing inclusive education is a widespread problem worldwide (Bunbury, 2020; Collins et al, 2018; Martins et al, 2018; Sanahuja et al, 2020).…”

“…Many studies focus on the lack of faculty members preparation to use methodology that promotes inclusion according to students' needs (Heiman et al, 2017; Nimante et al, 2021; Zubilllaga del Río et al, 2013). It is also reported that there is a general problem of providing services to meet the requests and needs of students with disabilities at the university level (Björnsdóttir, 2017; Yusof et al, 2019).…”

Inclusive Education in India and Bangladesh – Preliminary Results

“…The need for inclusivity in HE has already been highlighted by Jaegler (2022), who states that inclusivity must be understood as a concept for all stakeholders of a higher education institution (HEI): students, employees, alumni, and partners. However, the principles of inclusivity in HE are not so self-evident, which has been pointed out by several researchers (Nīmante et al, 2021;Stentiford & Koutsouris, 2021). One of the reasons researchers point to is that those working in HE do not have an understanding of how to provide inclusive education (Nīmante et al, 2021;Bunbury, 2020) or how to assess student achievement in light of inclusive education principles (Griskevica et al, 2022).…”

“…However, the principles of inclusivity in HE are not so self-evident, which has been pointed out by several researchers (Nīmante et al, 2021;Stentiford & Koutsouris, 2021). One of the reasons researchers point to is that those working in HE do not have an understanding of how to provide inclusive education (Nīmante et al, 2021;Bunbury, 2020) or how to assess student achievement in light of inclusive education principles (Griskevica et al, 2022).…”