This qualitative study is positioned in critical disability studies and explores lecturers' teaching experiences with invisibly disabled students. Five lecturers in the Norwegian higher education sector were interviewed. The study uses a transactional perspective and a relational approach to disabilities. The participants experienced a lack of institutional guidelines, formal training in inclusive practice, and access to pedagogical resources. Their diversity awareness increased over time through connections and interactions. In turn, new insights led them to transformative change by creatively exploring approaches and teaching methods which, in their perception, had an inclusive effect. The study recommends that all institutions of higher education embrace their formal responsibility of accessibility by providing academic staff with clear guidelines and obligatory training in inclusive practice to ensure a fair and coherent educational program. They are also encouraged to establish an online platform dedicated to inclusive practice that will serve as a pedagogical resource bank.
Unawareness of student diversity among lecturers in higher education remains a barrier for some students' opportunities to participate in educational settings. In this autoethnography, cultural unawareness of diversity in regards of disabilities, is the practice under inquiry. This piece elucidates my personal journey towards increased disability awareness and a more inclusive teaching practice. The aim is to offer my story as a pedagogical tool to prompt self-reflection. You are invited to connect with my story through your own experiences and partake in a critical reflection on diversity awareness andfor those of you who teachon ways in which you create an inclusive or excluding learning environment for disabled students in your courses.
Forskning fra studenter med funksjonsnedsettelser sitt perspektiv tyder på at denne studentgruppen får mangelfull tilrettelegging fra fagansatte i høyere utdanning. Denne kvalitative studien tar utgangspunkt i fagansattes perspektiv, og utforsker deres erfaringer med å undervise studenter med funksjonsnedsettelser. Målet er å undersøke omog i så fall hvorforfagansatte gir mangelfull tilrettelegging, og hva fagansatte trenger for å gjøre undervisningen tilgjengelig for et større studentmangfold. Studien er eksplorativ, bruker en fenomenologisk tilnaerming og intervju som metode. Funnene tyder på at fagansatte gir mangelfull tilrettelegging fordi de har lite kunnskap om mangfold, tilrettelegging og inkluderende undervisning. Studiedeltagernes bevissthet om studentgruppenes behov, og deres evne til å tilrettelegge, vokste frem over tid gjennom interaksjoner med enkeltstudenter. Studien anbefaler at fagansatte får grunnleggende opplaering i mangfold, tilrettelegging og inkluderende undervisning tidlig i sin undervisningskarriere. Dette bør implementeres som en del av fagansattes obligatoriske kurs i pedagogisk basiskompetanse ved alle høyere utdanningsinstitusjoner. Det vil gjøre fagansatte bedre rustet til å møte studentmangfoldetog øke tilgjengeligheten til høyere utdanning. Nøkkelord underviserrollen, underviseres perspektiv, inkluderende undervisning, høyere utdanning
This article describes situations where preconceptions about disabled people were made apparent in a non-disabled researcher's thoughts, words and actions in the course of fieldwork for a qualitative study into the lives of disabled young adults. The article uses these experiences as entry points to discovery and analysis of cultural ableism. It draws on critical theory and insights from the social model of disability and takes an autoethnographic approach to highlight the researcher's preconceptions and her process towards a more nuanced understanding of disability.
This article describes situations where preconceptions about disabled people were made apparent in a non-disabled researcher’s thoughts, words and actions in the course of fieldwork for a qualitative study into the lives of disabled young adults. The article uses these experiences as entry points to discovery and analysis of cultural ableism. It draws on critical theory and insights from the social model of disability, and takes an autoethnographic approach to highlight the researcher’s preconceptions and her process towards a more nuanced understanding of disability.
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