Exploring the Relationship between Students with Accommodations and Instructor Self-Efficacy in Complying with Accommodations

Wright, Anna; Meyer, Kevin R.

doi:10.18870/hlrc.v7i1.367

Cited by 17 publications

(16 citation statements)

References 4 publications

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“…According to Rahman (2010), students are able to understand their potential through career guidance by recognizing their interests, talents, attitudes, skills, and aspirations, and aims to increase students' knowledge and self-efficacy. Furthermore, Wright and Meyer (2017) say that career guidance is very important for students' academic success. Based on these findings, career guidance can shape student self-efficacy for the better.…”

Section: Hypotheses Testingmentioning

confidence: 99%

The Analysis of Vocational Studentsr Work Readiness in Pariaman and Padang Pariaman

Afriadi¹,

Sentosa²,

Marwan³

2018

Proceedings of the First Padang International Conference on Economics Education, Economics, Business and Management, Accounting

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This study aims to determine the influence of career guidance, self-efficacy and motivation to work on work readiness of students in Pariaman and Padang Pariaman. The data for this study were collected using a survey questionnaire. The sample was selected using proportional random sampling technique resulted with a sample of 184 vocational high school students in Business and Management major. The data were analyzed using structural equation modeling (SEM). The results show that the career guidance has a significant and positive impact on self-efficacy. The career guidance also has a significant and positive impact on students' motivation to work. Moreover, career guidance has a significant and positive impact on work readiness. Likewise, self-efficacy has a significant and positive impact on the motivation to work. Self-efficacy also has a significant and positive impact on work readiness. Finally, motivation to work has a significant and positive impact on students' work readiness.

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Section: Hypotheses Testingmentioning

confidence: 99%

The Analysis of Vocational Studentsr Work Readiness in Pariaman and Padang Pariaman

Afriadi¹,

Sentosa²,

Marwan³

2018

Proceedings of the First Padang International Conference on Economics Education, Economics, Business and Management, Accounting

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“…In agreement with [23], university instructors' willingness and flexibility to comply with and provide accommodations for students with disabilities is critical to academic success.…”

Section: University Instructors For Students With Disabilities Using mentioning

confidence: 99%

Academic Accommodations for Special Education Students: A Systematic Review

Ogundokun¹

2020

EDUCATION

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Identifying students' perception of accessibility to academic accommodations within post-secondary education is vital for disability service providers in the United States and Canada. This systematic review is an in-depth synthesis of 25 literature published since 2010, utilizing the EPPI reviewer 4 in incorporating data to highlight the context of academic accommodation provisions in these two countries. The author found that with increasing inclusive education advocacy, the surge in the enrollment of students with disabilities in post-secondary institutions calls for a holistic approach to identifying the achievement gaps between these students and their non-disabled peers. Students' experiences are influenced by several factors, most of which are not directly evolving from the student themselves. Stakeholders such as their instructors, legislators, their academic communities, and the office of disability services contribute to these experiences. Therefore, a pragmatic approach with students' expert contributions based on their needs will benefit the process.

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“…Training also needs to address communication strategies instructors can use to support students. Wright and Meyer (2017) examined student self-disclosure about accommodations and found that higher self-disclosure led to higher self-efficacy on the part of the instructors in making the accommodations. The implications of this are twofold.…”

Section: Strategies For Addressing Mental Health Stigmamentioning

confidence: 99%

“…If instructors communicate that their classroom is a stigma-free environment from the first day of class, students may feel more comfortable disclosing. Second, while Wright and Meyer (2017) note that instructors are legally bound to give students "the benefit of the doubt that the accommodations are necessary" (p. 77), they also suggest that instructors may "ask the students if they are comfortable providing more context regarding the need for an accommodation, or take time to gather more information about the disability on their own" (p. 77). If instructors can convey immediacy and approachability toward students while proactively creating a climate that eliminates stigmas, they may find themselves in a more self-efficacious situation when making accommodations.…”

Section: Strategies For Addressing Mental Health Stigmamentioning

confidence: 99%

Yes, and … : continuing the scholarly conversation about mental health stigma in higher education

Rudick

Dannels

2018

Communication Education

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Roughly one in four Americans will experience a mental health issue during his or her lifetime (National Academy of Sciences, Engineering, and Medicine, 2016). The consequences of mental disorders are profound: people with mental disorders experience higher rates of disability and mortality. People with depression and schizophrenia have a 40-60% greater chance of dying prematurely than the general population (WHO, 2017). One reason is that some physical problems are left unattended (e.g., cardiovascular disease; WHO, 2017), suggesting that people with mental disorders pull away from care. On the other hand, it could be that more people need treatment for mental health symptoms than health systems around the world are ready to provide (WHO, 2017): 35-50% of people in high-income countries who need treatment never receive it. A different possibility is that stigma and discrimination create barriers for people with mental disorders to access to treatment, jobs, housing, and relationships; this lack of access compromises their ability to attend to their physical health (Corrigan & Fong, 2014; WHO, 2017). Being stigmatized, by itself, depletes instrumental, social, and economic resources, resulting in many negative outcomes, including disparities in the quality and quantity of education (Hatzenbuehler, Phelan, & Link, 2013). Adapting previous definitions of stigma in communication research (e.g., Smith, 2007), mental health stigma is defined herein as profoundly negative stereotypes about people living with mental disorders. In stigma research, it is useful to employ the term public stigma to refer to the stereotypes that have diffused and normalized through a community (Rüsch, Angermeyer, & Corrigan, 2005; Smith, Zhu, & Quesnell, 2016) and internalized stigma to refer to how the person living with the mental disorder absorbs public stigma into his or her identity (Rüsch et al., 2005). A variety of personal and social discriminatory acts arise from mental health stigma, from interpersonal avoidance to human rights violations, including restrictions on rights to education, work, marriage, and reproduction (WHO, 2017). Anticipating and experiencing these acts affect how people function in society as a whole and in education settings specifically. This essay hopes to spark a discussion about the intersections of communication, stigma, mental health, and education.

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Exploring the Relationship between Students with Accommodations and Instructor Self-Efficacy in Complying with Accommodations

Cited by 17 publications

References 4 publications

The Analysis of Vocational Studentsr Work Readiness in Pariaman and Padang Pariaman

The Analysis of Vocational Studentsr Work Readiness in Pariaman and Padang Pariaman

Academic Accommodations for Special Education Students: A Systematic Review

Yes, and … : continuing the scholarly conversation about mental health stigma in higher education

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