Towards the inclusion of students with special needs in higher education: Challenges and prospects in Kosovo

Zabeli, Naser; Kaçaniku, Fjolla; Koliqi, Donika

doi:10.1080/2331186x.2020.1859438

Cited by 17 publications

(15 citation statements)

References 30 publications

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“…Fredericksen ( 2015 ) and Picciano ( 2017 ) state that collaborative learning is critical in the Multimodal Model for Online Education as it allow peers to co-create knowledge and engage in learning fully. SEND students in Spain were afforded some reasonable accommodations in accordance with their special needs and disabilities (Zabeli et al, 2021 ). Such support levelled the playing field and enabled SEND students to fully engage in the learning process.…”

Section: Discussionmentioning

confidence: 99%

“…Sandoval et al ( 2021 ) argue that universities are challenged to be proactive in making continuous reasonable adjustments in order to cater for the constantly changing needs of SEND students during the time of ERL. Zabeli et al ( 2021 ) concur that there is a need for institutions of higher learning to develop internal institutional mechanisms to ensure that needs of all SEND students are accommodated. This is because reasonable accommodation is one of the pillars upon which the recognition of the rights of people with disabilities rests (De Asis, 2016 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…A faculty member at a university in Spain provided reasonable accommodation to SEND students in class by giving them different types of assessments (oral and written) in accordance with their special needs (Sandoval et al, 2021 ). Although few SEND higher education students in Kosovo had concerns about inclusion, the majority were satisfied with reasonable accommodations they were getting from their professors (Zabeli et al, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

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Exploring special need students’ perceptions of remote learning using the multimodal model of online education

Meda

Waghid

2022

Educ Inf Technol

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The global pandemic of COVID-19 forced institutions of higher learning to implement emergency remote learning and to change pedagogical approaches to enhance access and success for all students. Students have mixed views about remote learning. The purpose of this study is to examine special educational needs and disabled students’ perspectives of remote learning in the United Arab Emirates. The study was conducted using a qualitative case study within an interpretivist paradigm. Thirty-three special educational needs and disabled students were selected to complete an open-ended questionnaire and participate in semi-structured interviews. It was found that students applauded extraordinary convenience and reasonable accommodation they were getting as a result of remote learning. However, post COVID-19, the majority opted for face-to-face instruction as they described it as ‘irreplaceable’. The study concludes that students’ nature of special needs and disabilities are influential towards their choice of a mode of instruction.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Exploring special need students’ perceptions of remote learning using the multimodal model of online education

Meda

Waghid

2022

Educ Inf Technol

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“…These results coincide with other research results. It seems that there is a lack of institutionally run special services in higher education institutions elsewhere too to consult and accommodate the diverse needs of students (Yusof, Chan, Hillaluddin, Ramli, & Saad, 2020, Zabeli, Kaçaniku Koliqi & Li, 2021.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…The HE political, social, and institutional contexts can be very diverse in different countries (Armstrong & Cairnduff, 2011). Many studies elsewhere have been carried out by analysing important issues related to inclusion in higher education in national contexts, such as general challenges related to inclusion in higher education (Moriña, 2017), perception of inclusive education in higher education (Martins, Borges, & Gonçalves, 2018), the inclusion of students with disabilities (Beauchamp-Pryor, 2012;Collins, Azmat, & Rentschler, 2019;Hutcheon & Wolbring, 2012;Madriaga et al, 2010;Mutanga, 2018;Parker, 1998;Van Den Heuij, Neijenhuis, & Coene, 2018;Yusof, Chan, Hillaluddin, Ramli, & Saad, 2020, Zabeli, Kaçaniku Koliqi & Li, 2021, the inclusion of socioeconomically disadvantaged students (Armstrong & Cairnduff, 2011;Lesley, 2016;Weedon & Riddell, 2016), the inclusion of students with minority ethnic backgrounds (D'Arcy & Galloway, 2018;Weedon & Riddell, 2016), internalisation challenges related to inclusion (Iñiguez, 2011), and social inclusion (Gale & Hodge, 2014).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The University Administrative Staff Perception of Inclusion in Higher Education

Nīmante

Baranova

Stramkale

2021

ActPaed

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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.

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