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

Abu-Hamour, Bashir

doi:10.5539/ies.v6n12p74

Cited by 31 publications

(21 citation statements)

References 10 publications

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“…É neste sentido que o DC3 refere a carência de "recursos físicos, pedagógicos", e ainda "turmas grandes, pouco tempo para trabalhar com estes estudantes, dificuldades de interação com a turma e docentes". Estes resultados são concordantes com muitos estudos que referem não ser suficiente a boa vontade para que a inclusão dos ENEE seja uma realidade e que é necessário ultrapassar barreiras no que se refere às acessibilidades, mas também as barreiras atitudinais e que têm impacto na inclusão destes estudantes (Abu-Hamour, 2013;Berggren et al, 2016;Cabral et al, 2015;Fossey et al, 2017;Gumbi et al, 2015;Venville et al, 2014). Não obstante o esforço em prol da inclusão, reconhece-se que "para a instituição e às vezes para o próprio aluno acaba por ser muito difícil e é frustrante .…”

Section: Análise E Discussão Dos Resultados Presença E Inclusão Dos Eunclassified

“…Assinale-se que, (Abu-Hamour, 2013;Berggren et al, 2016;Cabral et al, 2015;Couzens et al, 2015;European Commission, 2012;Fossey et al, 2017;Gumbi et al, 2015).…”

Section: Análise E Discussão Dos Resultados Presença E Inclusão Dos Ementioning

confidence: 99%

“…Efetivamente, diversas investigações assinalam o papel fundamental que o docente do ES desempenha para que a inclusão possa ser uma realidade (Abu-Hamour, 2013;Antunes, Faria, Rodrigues, & Almeida, 2013;Bisol & Valentin, 2012;Cabral et al 2015;Couzens et al, 2015;Fossey et al, 2017;French et al, 2014;Mamah, Deku, Darling, & Avoke, 2011;Meira & Pereira, 2017;Morgado, Melero, Molina, & Cortés-Vega, 2016;Rodrigues, 2015).…”

Section: A Inclusão No Ensino Superior: Do Panorama Internacional Ao unclassified

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Desafios institucionais à inclusão de estudantes com Necessidades Educativas Especiais no Ensino Superior

Borges

Martins

Lucio-Villegas³

et al. 2017

RPE

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ResumoCom base nos pressupostos da educação inclusiva e crescente democratização do ensino superior temos vindo a verificar a progressiva abertura da universidade a diversas minorias, nomeadamente estudantes com Necessidades Educativas Especiais (NEE). Constata-se que ainda há pouco conhecimento sobre o tema da diversidade e inclusão entre docentes e estudantes, em geral, sendo que os serviços institucionais de apoio aos estudantes com NEE existentes carecem de eficácia em diversos níveis, nomeadamente ao nível das atitudes dos docentes e pessoal não-docente. O que pensam estes atores institucionais sobre a inclusão destes estudantes? Proporcionam as universidades as condições adequadas a esta minoria estudantil? Através de um estudo de caso na Universidade do Algarve, pretendeu-se analisar as conceções e atitudes dos docentes e pessoal não-docente face à inclusão dos estudantes com NEE no Ensino Superior. Pretendeu-se ainda conhecer quais os desafios que estes atores institucionais assinalam no âmbito da inclusão. Tendo por referência os seus testemunhos, constata-se que, apesar do esforço da instituição em análise, continuam a existir áreas que necessitam de um maior investimento, desde a remoção das

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Section: Análise E Discussão Dos Resultados Presença E Inclusão Dos Eunclassified

“…Assinale-se que, (Abu-Hamour, 2013;Berggren et al, 2016;Cabral et al, 2015;Couzens et al, 2015;European Commission, 2012;Fossey et al, 2017;Gumbi et al, 2015).…”

Section: Análise E Discussão Dos Resultados Presença E Inclusão Dos Ementioning

confidence: 99%

Section: A Inclusão No Ensino Superior: Do Panorama Internacional Ao unclassified

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Desafios institucionais à inclusão de estudantes com Necessidades Educativas Especiais no Ensino Superior

Borges

Martins

Lucio-Villegas³

et al. 2017

RPE

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“…Examining the attitudes of university professors in Jordan on the issue of integration of students with disabilities in higher education, Abu-Hamour (2013) found that most university faculty support the integration of people with disabilities in higher education, despite the fact that no academic regulations on such integration exist. Female professors expressed stronger support toward students with disabilities that did male professors.…”

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confidence: 99%

Attitudes towards Student with Disabilities in Higher Education, is there any Change?

Zafrir¹

2016

European Proceedings of Social &Amp; Behavioural Sciences

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Successful implementation of any inclusive policy for students with disabilities is largely dependent on educators' attitudes. Ensuring equality and inclusion is a general goal of education and is also very important in the frames of higher education. This paper reviews the literature regarding attitudes toward students with disabilities and focuses especially on attitudes of teacher trainers in teaching colleges. The paper clears also the main concepts involved in the present approach, namely it presents definitions of the disability and also of the attitudes. These are all based on references to the actual legislation and rules, valid both in Israel and also in other countries. The paper offers evidence of more positive attitudes towards students with disabilities, including teacher college students, but no evidence of acceptance of comprehensive inclusion. This paper contributes to the existing body of knowledge and emphasizes the need for strategic interventions and policy in order to improve inclusion of students with disabilities in all aspects of life.

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“…In Chile and Portugal, as in most Western countries, access to college for people with disabilities is on the rise (Abu-Hamour, 2013;Konur, 2006). However, when we analyse the educational reality it shows that these institutions are the most excluding for them to remain there (Moreno, 2005).…”

Section: Introductionmentioning

confidence: 99%

Self-Concept of Chilean and Portuguese University Students with Disabilities: Gender and Participation in Support Programmes

Valenzuela-Zambrano¹

2016

EUROPEAN J ED RES

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This study was designed to investigate the state of self-concept among Chilean and Portuguese university students with disabilities with the aim of introducing proposals to help their inclusion and academic performance. First, the two samples compared separately students with and without disabilities with their peers and subsequently both were compared with students with disabilities from both countries. The role of gender and participation in support programmes for students with disabilities was also examined. The instrument used was the AF5-Scale, which assesses five dimensions of self-concept (academic, social, emotional, family and physical) and a socio-demographic form. The results (applying a non-parametric analysis) showed that students with disabilities in both countries presented lower scores for physical self-concept than peers without disabilities, the Chilean students being those who obtained the lower scores when comparing only students with disabilities. Women showed higher academic selfconcept, but worse emotional self-concept than men. Finally, it was found that students participating in support programmes have a higher physical self-concept than those who do not. It is concluded that a way to improve the deficit in self-concept in both samples could be associated with participation in these support programmes.

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

Cited by 31 publications

References 10 publications

Desafios institucionais à inclusão de estudantes com Necessidades Educativas Especiais no Ensino Superior

Desafios institucionais à inclusão de estudantes com Necessidades Educativas Especiais no Ensino Superior

Attitudes towards Student with Disabilities in Higher Education, is there any Change?

Self-Concept of Chilean and Portuguese University Students with Disabilities: Gender and Participation in Support Programmes

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