Transition issues in higher education and digital technologies: the experiences of students with disabilities in New Zealand

Pacheco, Edgar; Yoong, Pak; Lips, Miriam

doi:10.1080/09687599.2020.1735305

Cited by 18 publications

(22 citation statements)

References 49 publications

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“…Although studies tended to see these issues as barriers, the participants in this research also perceived them as enabling their transition. Furthermore, this study unveils three transition issues not included in the literature: physical environment, perceived academic performance and support system (for further details see Pacheco et al, 2020). Although all the students with vision impairments go through these transition issues, the way they experience them differs from one student to another.…”

Section: Transition Issues In Transition 20mentioning

confidence: 89%

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Digital technologies in the context of university transition and disability: Theoretical and empirical advances

Pacheco¹

2021

Preprint

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Since transition to higher education emerged as a research topic in the early 1970s, scholarly inquiry has focused on students without impairments and, what is more, little attention has been paid to the role of digital technologies. This article seeks to address this knowledge gap by looking at the university experiences of a group of first-year students with vision impairments from New Zealand, and the way they use digital tools, such as social media and mobile devices, to manage their transition-related challenges. The article summarises the findings from a longitudinal qualitative project which was methodologically informed by action research (AR). The article explores and discusses scholarly inquiry of transition to university and introduces a conceptual framework which includes five overlapping stages, the transition issues faced by the students and the roles played by digital technologies. The article updates and expands the theoretical understanding of transition to higher education and provides empirical evidence for practitioners to support the needs, inclusion, and participation of young people with disabilities in the tertiary setting.

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Section: Transition Issues In Transition 20mentioning

confidence: 89%

“…In going through Transition 2.0, the student has to deal with different issues (Pacheco, Yoong, & Lips, 2020). These issues affect each student differently.…”

Section: Transition Issues In Transition 20mentioning

confidence: 99%

Digital technologies in the context of university transition and disability: Theoretical and empirical advances

Pacheco¹

2021

Preprint

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“…Third, policy developments and behavioral changes enabling flexible working opportunities for disabled people are required. For example, this may be actioned by addressing the digital divide and increasing rates of study and training for disabled people (Jesus et al, 2020;Pacheco et al, 2021). Of critical importance, the postpandemic period is not just an opportunity to rebuild for disabled people, but crucially, to rebuild with disabled people (Phillips, 2015).…”

Section: Dissolving Ableismmentioning

confidence: 99%

Dissolving Ableism: Could Disabled People Flourish During the First Aotearoa New Zealand COVID-19 Lockdown?

et al. 2023

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Societal culture, space, and structure have been unprecedentedly disrupted during the COVID-19 pandemic creating disproportionate vulnerability for disabled people. However, the upheaval of many societal conditions has presented enabling opportunities for disabled people. We report on interviews with 30 disabled people during the first four-week Aotearoa New Zealand COVID-19 lockdown. Three key themes were interpreted: “I am experiencing less disability on a daily basis,” encapsulating the experience of reduced disabling barriers for participants; “Working from home: the flexibility I have been asking for,” summarizing the benefits of functioning in an enabling home/work space; and “Social connection opportunities are the same for everyone,” overviewing participants reports that online opportunities presented a greater sense of belonging than before lockdown. Study findings highlight that despite a constant fear of the negative impact posed by COVID-19, there were numerous opportunities to reduce ablism through applying empowering factors inherent in novel cultural spaces.

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“…Specifically, the thirdlevel theory of the digital divide focuses less on digital access and usability and more on the social, economic, and personal consequences of digital access (Ragnedda, 2017). In fact, young people with disabilities actively interact with adaptive technology in the same way as their non-disabled peers in their inclusion at the university level (Pacheco, Yoong and Lips, 2020). Social networks have also enabled people with physical disabilities to gain instrumental and informational support, with positive effects on building social reinforcement, lower tendency toward symptoms of depression (Lee and Cho, 2018), and greater social integration of people who are more isolated outside the online environment (Banjanin et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Fundamental rights of people with disabilities reflected in the social discourse of the main disability organisations in Spain

López-Cepeda¹,

Viniegra²,

Vivar-Zurita³

2021

Janus.net

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Ever since the United Nations Convention on the Rights of Persons with Disabilities took place in 2006, the promotion of fundamental rights for this group has been continuous, fostering social inclusion to reduce the stereotypes and prejudices that had prevailed until that time. The aim of this research is to analyse the discourse on social networks of the main associations, foundations, as well as public and private organisations with regard to disability in Spain on the International Day of Persons with Disabilities 2020, in order to identify the topics that generate the highest level of interaction among the different profiles on social networks. The results suggest that despite the limited reach of these organisations on social networks, their discourse is based on fundamental rights such as participation and inclusion, accessibility, individual autonomy, and equal opportunity, which provide greater knowledge and a positive vision of persons with disabilities to society as a whole, raising awareness about stereotypes, prejudices and hate speech that are still common.

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Transition issues in higher education and digital technologies: the experiences of students with disabilities in New Zealand

Cited by 18 publications

References 49 publications

Digital technologies in the context of university transition and disability: Theoretical and empirical advances

Digital technologies in the context of university transition and disability: Theoretical and empirical advances

Dissolving Ableism: Could Disabled People Flourish During the First Aotearoa New Zealand COVID-19 Lockdown?

Fundamental rights of people with disabilities reflected in the social discourse of the main disability organisations in Spain

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