No abstract

Generally, universities in developing countries offer little in the way of provisions and support (material, emotional, etc.) for disabled students. Therefore, disabled students experience considerable burdens and barriers in their educational life. This study investigated the psychological wellbeing of disabled Turkish university students by examining influences on stress-related growth and psychological distress. Disability is defined within the framework of a social model. According to this view, impairment refers to the functional limitation(s) that affect(s) a person's body, whereas disability refers to the loss or limitation of opportunities owing to social, physical or psychological obstacles. Seventy disabled university students with physical impairments were administered a questionnaire package, including a sociodemographic information sheet, Ways of Coping Questionnaire, Stress-Related Growth Scale, Multidimensional Scale of Social Support, Life Events Inventory, and Brief Symptom Inventory. Snowball sampling was used and voluntary participation was essential. The results showed that disability burden, daily hassles, and helplessness coping were significant predictors of psychological symptoms. For stress-related growth the only variable that appeared significant was problem-solving coping. The results pointed out that there may be different pathways to distress and growth. In order to decrease psychological distress and enhance growth in disabled university students, disability awareness programs, changes in the barriers in the academic and physical environments of the university campuses, and coping skills training to increase problem-focused coping and to combat helplessness may prove to be effective. Reducing daily hassles for the disabled students is likely to contribute to their wellbeing by decreasing their burdens. Also, a more disability-friendly environment is likely to be empowering for disabled university students.

The story of Hakan profoundly calls attention to the dialectical relationship between the macro and the micro influences on the social and political situated nature of disability, work life expectations and the transformative power of life-long learning. All of these are reflected in Hakan's journey and his capacity to self-manage his needs and adapt in spite of disability adversity and impairment challenges at the turning points in his life. He used his ingenuity when faced with challenges by tapping into non-disabling environments (finding a university program that fit with his needs and he was able to meet standard examination expectations) and familiar human relationships (finding friends or family that agreed to read to him). His early experiences in the formal and informal labour markets that were available to him provided grounding into various workplace acumen and social requirements. In effect these experiences were part of his early employment socialization that are often overlooked as essential to being ready to shift from a job to deciding on a career in a changing labour economy. While Hakan developed his capacity and competencies to be ready for work in a viable career, the policy's of prescriptive employment for the disabled shifted slightly to open up the door to more persons with impairments. Read on to find out the details of Hakan's numerous experiences with turning points, shifts and his efforts to persist in becoming a teacher. Following this article there are reflective questions for deeper consideration and contemplation of the many relationships that shaped the journey.