Advising college students with dis/abilities in online learning

Reyes, José Israel; Meneses, Julio

doi:10.1080/01587919.2022.2121264

Cited by 3 publications

(3 citation statements)

References 23 publications

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“…Furthermore, students need to learn how to use different educational means that can unleash their talents and abilities and develop their creativity. Education aims to help students with special needs take care of themselves, succeed in their educational path, and engage in all of the activities in the community (Reyes & Meneses, 2022). The process of educating students with special needs is a difficult and complex process since it requires the teacher to choose the appropriate methods of teaching their students according to the following variables: the degree of disability, the severity of the disability, and the mental age of the child.…”

Section: Introductionmentioning

confidence: 99%

Teaching English to Students With Special Needs: A Case Study in Jordan

Malkawi,

Al-Slaihat,

Basal

et al. 2023

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Students with special needs usually encounter difficulties in learning English because of their physical, health, or psychosocial challenges. English Teachers’ attitudes to the students’ special needs play a significant role in facilitating the students’ learning process or hindering their learning of English. When a teacher has a negative attitude to the special needs students, this may lead to the teacher not fully covering the planned English syllabus, thus impeding the educational development process of all students. However, an English teacher’s positive attitudes to their profession can certainly influence their students’ attitudes and desire for learning. This study investigates the attitudes of English teachers of special needs students to their profession in schools in Jordan. A quantitative research method was used to collect data from a randomly chosen sample of 155 English teachers. The results of the study revealed that English teachers’ attitudes to their profession were positive and above average, and there was a difference in their attitudes to their profession in general according to the “experience” variable. However, there were no differences in the teachers’ attitudes to their profession according to the “academic qualification.” The findings can contribute to identifying the most important factors that influence the decision-making of newly appointed teachers whether to enter the profession of teaching English to students with special needs.

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Section: Introductionmentioning

confidence: 99%

Teaching English to Students With Special Needs: A Case Study in Jordan

Malkawi,

Al-Slaihat,

Basal

et al. 2023

jltr

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“…Asynchronous interaction turns out very convenient for SWDs (Reyes & Meneses, 2022). Elias (2010) and Kember et al (2022) recommend instructors increase their presence through videos and webinars, foster interaction with students by adopting an approachable and responsive role, and encourage students to interact with peers in discussion spaces.…”

Section: Introductionmentioning

confidence: 99%

“…Encouraging students to participate in discussion spaces may lead them to strengthen their bonds, thus creating an online community of learners that can be useful for solving technical, curricular, and emotional situations linked with online learning (Elias, 2010). Personalizing emails for specific queries between instructors and students is also necessary, bearing in mind that SWDs may need a timely response and so adopting synchronous interaction when possible is also convenient (Lowenthal et al, 2020; Reyes & Meneses, 2022).…”

Section: Introductionmentioning

confidence: 99%

Suitability of Online Higher Education for Learners with Disabilities: The Students’ Voices

Reyes

Meneses

Xavier

2022

J Spec Educ Technol

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Online higher education has the potential to offer extra benefits for students with disabilities in comparison with campus-based universities, but it can also cause them some challenges. This case study addresses why students with disabilities choose online studies and how a fully online educational model fits their expectations and needs. Twenty-four students living with physical, sensory, mental, and learning disabilities participated in semi-structured interviews from which we identified six main themes: flexibility, accessibility, curricular design, online interaction, online collaboration, and psycho-emotional wellbeing. These students find online studies flexible, accessible, and helpful for their psycho-emotional wellbeing, but still challenging for interacting and collaborating. Our findings emphasize the importance of applying the Universal Instructional Design for Online Learning in combination with the Universal Design for Learning principles to enhance the inclusion of students with diverse profiles in online learning, as well as offering personalized support for those with severe or multiple disabilities.

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