Gatekeeping in professional higher education in Norway: ambivalence among academic staff and placement supervisors towards students with disabilities

Langørgen, Eli; Kermit, Patrick; Magnus, Eva

doi:10.1080/13603116.2018.1476599

Cited by 29 publications

(17 citation statements)

References 37 publications

(53 reference statements)

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“…Other studies have shown numerous difficulties that faculty members encounter in providing an appropriate response to students with disabilities. These difficulties may be related to the lack of time and institutional support (Langørgen et al., 2018), lack of knowledge and training (Black et al., 2014) and even to negative attitudes toward disability (Mullins and Preyde, 2013). However, this study shows that there are faculty members who design and develop inclusive educational practices considering diversity.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Furthermore, few studies in HE and disability have focused upon the perspectives of faculty members, who admit to have little experience working with students with disabilities and little training and knowledge about inclusive practices (Black et al., 2014; Langørgen et al., 2020). However, some do show willingness to make the reasonable adjustments and demonstrate interest in receiving training in inclusive education (Becker and Palladino, 2016).…”

Section: Introductionmentioning

confidence: 99%

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An inclusive pedagogy in Arts and Humanities university classrooms: What faculty members do

Carballo

Fernández

Spínola-Elías

2019

Arts and Humanities in Higher Education

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This article shows the educational strategies developed by faculty members that their students with disabilities considered as excellent for carrying out an inclusive pedagogy in Higher Education. One hundred and nineteen faculty members from 10 Spanish public universities participated in the study, 24 of whom were from the field of Arts and Humanities. Through a qualitative methodology, individual semi-structured interview was used for data collection. The data were analyzed inductively through a categories and codes system. The results show how the participants considered students' opinions when designing their methods. Moreover, the study shows the teaching strategies that the participants used to ensure the participation of all their students. Lastly, the article describes how the participants attended to the concerns of students with disabilities. Finally, we discuss these results with previous studies, and we consider the main elements for an inclusive pedagogy that may serve as an example for other faculty members.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An inclusive pedagogy in Arts and Humanities university classrooms: What faculty members do

Carballo

Fernández

Spínola-Elías

2019

Arts and Humanities in Higher Education

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“…Another concern among educators is their lack of knowledge and time to support students with extra needs (Ashcroft and Lutfiyya 2013;Langørgen, Kermit and Magnus 2020;Domakin 2015;Nolan et al 2014). Tee et al's study (2010) among student practice advisors found that students with disabilities required 20% more contact time than their peers do.…”

Section: Students With Disabilities In Professional Educationmentioning

confidence: 99%

“…This study is part of a larger project addressing a knowledge gap concerning students with disabilities in professional education in Norway (Langørgen and Magnus 2018;Langørgen, Kermit and Magnus 2020). This article investigates the students' experiences from the placement context.…”

Section: The Norwegian Contextmentioning

confidence: 99%

“…Neither are the voices of administrative and accommodation counselling staff, which could have contributed with important perspectives due to their key positions in collaborating with the students, lecturers and placement supervisors. The perspectives of academic staff and placement supervisors are investigated in another article (Langørgen, Kermit and Magnus 2020)…”

Section: Study Strengths and Limitationsmentioning

confidence: 99%

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‘I have something to contribute to working life’ – students with disabilities showcasing employability while on practical placement

Langørgen

Magnus

2020

Journal of Education and Work

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This study explores the practical placement experiences of students with disabilities who are attending professional higher education in Norway. Despite legislative regulations to promote equal opportunities, many students with disabilities face barriers to participation in higher education. In professional education, practical placement is a part of the curriculum. However, the transition from the campus classroom to practical placement puts an extra demand on the students to disclose their disabilities and request accommodation; it also puts demands on academic staff and placement supervisors to arrange support. Based on interviews with 14 students in teacher, social work and healthcare programmes, the study highlights the opportunities that placement gave these students to experiment with the demands of work, learn about their own capacity, and test out solutions for accommodation. Practical placement was also an arena where the students worked hard to develop and demonstrate their resources as proficient future professionals. However, due to structural barriers and insufficient planning, the students risked not being able to cope with the demands of placement and to demonstrate their proficiency. The study revealed that planning prior to placement was essential in providing optimal opportunities for students with disabilities to learn and to market their employability.

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What do faculty members know about universal design and digital accessibility? A qualitative study in computer science and engineering disciplines

Sanderson

Kessel

Chen

2022

Univ Access Inf Soc

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Purpose Students in higher education are a diverse group comprising people with different backgrounds and abilities. Regulations require that digital learning materials and platforms employed in higher education accommodate this diversity. Furthermore, they require faculty members to have an understanding of universal design and digital accessibility, as well as practical knowledge of how to make learning materials and courses accessible for more students. The goal of this research is to gain insight into the status of such knowledge among faculty members. Methods The research presented in this paper involved a qualitative study. Semi-structured interviews were conducted with 35 faculty members employed in higher education institutions (HEIs) in Norway and Poland. The participants worked in the computer science and engineering disciplines. The data was analysed using thematic analysis, and two main themes and six sub-themes were identified. Results We found that most participants lack sufficient understanding of digital barriers and assistive technologies. Very few were aware of legislation and guidelines related to universal design. Most importantly, the majority lack practical knowledge on how to make digital learning materials and courses accessible. Furthermore, the solutions they propose for addressing the barriers are intuitive and only encompass barriers that are easy to recognise and identify. Conclusion The findings indicate that there is a gap between legislation and implementation in practice when it comes to making digital learning materials accessible in higher education. The lack of knowledge among faculty members shows that training is necessary to increase understanding and practical knowledge, and HEIs should prioritise this in strategies and action plans going forward.

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Gatekeeping in professional higher education in Norway: ambivalence among academic staff and placement supervisors towards students with disabilities

Cited by 29 publications

References 37 publications

An inclusive pedagogy in Arts and Humanities university classrooms: What faculty members do

An inclusive pedagogy in Arts and Humanities university classrooms: What faculty members do

‘I have something to contribute to working life’ – students with disabilities showcasing employability while on practical placement

What do faculty members know about universal design and digital accessibility? A qualitative study in computer science and engineering disciplines

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