University education for all? Barriers to full inclusion of students with disabilities in Australian universities

Ryan, Janette Maree; Struhs, John

doi:10.1080/1360311032000139421

Cited by 55 publications

(48 citation statements)

References 13 publications

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“…This data is highly significant, considering the conditions of the labour market in recent years. The results after conducting the Promentor Program for more than 10 years coincide with those obtained in other international studies (Borland and James, 1999;Carroll, Herman and Wickizer, 2012;Grigal and Dwyre, 2010;Ryan and Struths, 2004;Sheppard-Jones et al, 2015;Uditsky and Hughson, 2012). This confirms that the inclusion of PWID in higher education is not only possible, but desirable; and even imperative from the viewpoint of social justice.…”

supporting

confidence: 73%

“…At all events, research on these programmes has highlighted certain common traits and contributions: the programmes are a source of enrichment for the university community (Ryan and Struths, 2004), they generate profound changes in the personal and social identity of people with intellectual disability (Borland and James, 1999), they contribute to developing personal maturity (Uditsky and Hughson, 2012), they improve social relations and ties of friendship (Carroll, Herman and Wickizer, 2012;Sheppard-Jones et al, 2015) and they increase employability rates (Grigal and Dwyre, 2010).…”

Section: Finlandmentioning

confidence: 99%

“…The main reason for choosing this model in designing the program stems from contextual factors: the commitment of the UAM Department of Didactics and Theory of Education, and the initial difficulty of achieving the involvement of the entire university, or the need to create an in-house diploma in view of the barriers hindering accession to official courses of study in the Spanish educational system. At all events, research on these programmes has highlighted certain common traits and contributions: the programmes are a source of enrichment for the university community (Ryan and Struths, 2004), they generate profound changes in the personal and social identity of people with intellectual disability (Borland and James, 1999), they contribute to developing personal maturity (Uditsky and Hughson, 2012), they improve social relations and ties of friendship (Carroll, Herman and Wickizer, 2012;Sheppard-Jones et al, 2015) and they increase employability rates (Grigal and Dwyre, 2010).…”

Section: Finlandmentioning

confidence: 99%

See 2 more Smart Citations

Inclusión de personas con discapacidad intelectual en la universidad. Resultados del Programa Promentor (UAM-PRODIS, España)

Gasset

Herrero

2016

Siglo Cero. Revista Española Sobre Discapacidad Intelectual

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Recepción: 30 de junio de 2016 Fecha de aceptación definitiva: 12 de enero de 2017 Resumen: En varios países, se han desarrollado programas de inclusión educativa en la universidad para personas con discapacidad intelectual. En España, varias iniciativas tratan de impulsar la inclusión en el ámbito universitario. En este artículo, se presenta la primera de ellas, el Programa Promentor (UAM-PRODIS). Se realiza una descripción de los resultados de investigación más significativos. La experiencia del Programa Promentor demuestra que la inclusión de personas con discapacidad intelectual en la universidad es posible y deseable, tanto para las propias personas que tienen la oportunidad como para la universidad y el mundo laboral.PalabRas clave: Programa Promentor; inclusión; discapacidad intelectual; educación; educación universitaria; atención a la diversidad.abstRact: In a number of countries, a diversity of inclusive educational programmes have been developed at universities for people with intellectual disabilities. In Spain, -28 -several initiatives are under way at various universities to address this situation. In this article, we present the first of these, the Promentor Program (UAM-PRODIS). A description of the most significant research results are given herein. The Promentor Program experience shows that the inclusion of people with intellectual disabilities at university level is both possible and desirable, both for the individuals themselves and for the university and business community.KeywoRds: Promentor Program; inclusion; intellectual disability; education; university education; attention to diversity. IntroductionF ully democRatIc socIetIes aRe cHaRacteRIzed by the active participation of each and every one of their citizens. This demands that society must address the question of whether every person, regardless of their personal characteristics, disability, origin, culture, beliefs, etc., shall have equal opportunities to access the various social environments. Therefore, the concept of inclusion is inherent to democratic society.In the educational environment, the right to be included and to participate in building a better society translates into developing institutions that are open to students in all their diversity, and into understanding this diversity as an opportunity for social enrichment. We agree with M. A. Casanova (2009), in that the consolidation of a democratic and plural society will only be possible through the impulse of educational inclusion.Aware that inclusion is no longer a guiding principle but has become a fundamental right (Echeita and Ainscow, 2010), in recent years university institutions have developed inclusion policies and practices for people with intellectual disabilities (onwards PWID). The European Higher Education Area (EHEA) defines the context in which students with disabilities access to university should be promoted. As an example, the Agencia Nacional de Evaluación de la Calidad y Acreditación [National Agency for Quality Assessment and Accreditation], in ...

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supporting

confidence: 73%

Section: Finlandmentioning

confidence: 99%

Section: Finlandmentioning

confidence: 99%

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Inclusión de personas con discapacidad intelectual en la universidad. Resultados del Programa Promentor (UAM-PRODIS, España)

Gasset

Herrero

2016

Siglo Cero. Revista Española Sobre Discapacidad Intelectual

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“…Más allá de las exigencias normativas, la inclusión de personas con discapacidad en la Universidad es una exigencia de justicia social (Riddell, Tinklin y Wilson, 2005), una fuente de enriquecedora diversidad para la comunidad universitaria y para la sociedad en su conjunto (Ryan y Struths, 2004) y también constituye una experiencia que implica profundos cambios en la identidad personal y social de las personas con discapacidad (Borland y James, 1999). Como apuntan Rodríguez y Álvarez (2013), el proceso de Bolonia ha reforzado la dimensión social de las universidades, potenciando una educación superior accesible para todos y una mayor cohesión social.…”

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Economic and financial profiles of disability support programs in Spanish universities

Enríquez¹

2014

RIFIE

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Este artículo pretende acercarnos a la realidad en la atención de las personas con discapacidad en el ámbito de la educación superior, con una aproximación acerca de la inversión real que las universidades españolas realizan en los diferentes programas de atención a la discapacidad y sus fuentes de financiación. Con este propósito se realiza un análisis de la situación de los servicios de apoyo y se abordan las diversas acciones que se han llevado a cabo. La muestra analizada representa el 50% del total de universidades públicas y privadas. Aunque se aprecia una gran disparidad en la financiación de los servicios y programas, de cara a garantizar su consolidación sería imprescindible el compromiso financiero de las universidades para institucionalizar los mismos como programas propios, con independencia de que algunas acciones complementarias puedan ser cubiertas con otras fuentes de recursos. © 2013 Instituto de Ciencias de la Educación de la Universidad de Oviedo. Publicado por ElsevierEspaña, S.L. Todos los derechos reservados. Economic and financial profiles of disability support programs in Spanish universitiesKeywords: Disability University support services Accessibility Equal opportunities a b s t r a c tThis article attempts to determine the real situation of the support provided to students with disabilities in higher education. The paper presents an investigation into the real investment made by Spanish universities as regards their approach to disability programs and their funding sources. For this purpose, the work includes an analysis of the situation of support services, and studies the different actions that have been taken. The sample consisted of 50% of all public and private universities in Spain. The main results indicate that, although a great disparity in the funding sources of support services can be observed, the financial commitment of the universities is essential in order to incorporate them into their own programs, regardless that some complementary actions may be funded by other resources.

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“…In addition, one major obstacle for students with disabilities in that university was faculty attitudes. Research has shown that students with disabilities are still facing discrimination and negative attitudes towards them by faculty members because of their disability (McLean, Bardwell, Ryan, & Andrews, 1998;Ryan & Struhs, 2004). Faculty and student interaction are critical for student success, but it is even more crucial for students with disabilities who struggle with transitioning into a HE environment.…”

Section: Introductionmentioning

confidence: 99%

Faculty Attitudes toward Students with Disabilities in a Public University in Jordan

Abu-Hamour¹

2013

IES

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This study explores the attitudes of higher education (HE) faculty members towards inclusion of students with disabilities at one large public University in Jordan using a survey approach. A total of 170 faculty members completed the survey. The most important findings of this study are: (a) regardless of the academic discipline, the majority of faculty members have positive attitudes toward inclusion of students with disabilities in HE institutions; (b) the majority of the faculty members were not familiar with the disability legislation in Jordan; and (c) the majority of the faculty members were not trained to teach students with disabilities in HE. Implications for future research and practice are discussed in the context of the current disability legislation in Jordan.

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University education for all? Barriers to full inclusion of students with disabilities in Australian universities

Cited by 55 publications

References 13 publications

Inclusión de personas con discapacidad intelectual en la universidad. Resultados del Programa Promentor (UAM-PRODIS, España)

Inclusión de personas con discapacidad intelectual en la universidad. Resultados del Programa Promentor (UAM-PRODIS, España)

Economic and financial profiles of disability support programs in Spanish universities

Faculty Attitudes toward Students with Disabilities in a Public University in Jordan

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