Improving Access to Accommodations: Reducing Political and Institutional Barriers for Canadian Postsecondary Students with Visual Impairments

Ostrowski, Christopher

doi:10.1177/0145482x1611000103

Cited by 9 publications

(6 citation statements)

References 25 publications

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“…Perhaps the most striking point is that students with VI have faced these kinds of barriers even in developed nations such as Australia (Butler et al, 2017), Canada (Ostrowski, 2016;Reed & Curtis, 2012), the US (Joshi & Ray, 2020) and the UK (Frank et al, 2014;Orsini-Jones, 2009). The results of these studies clearly indicate that there is cause for concern about higher education for students with VI in both developed and developing nations.…”

Section: Review Of Related Literaturementioning

confidence: 94%

Experiences of students with visual impairments in higher education: barriers and facilitators

Fırat¹

2021

British J Special Edu

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This study explored the factors that facilitate and complicate the higher education process for students with visual impairments (VI). The participants were six university students with VI and eight academics/ faculty members who instruct these students together with other students. Data were collected through semi-structured interviews and were analysed using content analysis methods. The students with VI stated that they face barriers related to lack of materials, difficulty obtaining lecture notes, poor academic support, reader-related problems, insufficient library sources, and access to and within the university. Positive facilitators reported by the students were mainly related to personal factors, as well as peer and academic support. The academics demonstrated limited awareness of the barriers faced by students with VI, and the academic support available to these students was found to be insufficient as well. The results indicate that there are considerable barriers to university education for students with VI.

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Section: Review Of Related Literaturementioning

confidence: 94%

Experiences of students with visual impairments in higher education: barriers and facilitators

Fırat¹

2021

British J Special Edu

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“…Social context refers to support from the government, related institutions and the participation of people in society (Abner & Lahm, 2002). Government support is related to legislation and regulations (Ostrowski, 2016). The area designed for the suitability of technologies to support people with visual impairment or blindness has to be implemented (Pick & Azari, 2011) including the establishment and design of public infrastructure (Meerbeek et al, 2014).…”

Section: Social Context Factorsmentioning

confidence: 99%

Factors influencing technology adoption of people with visual impairment: Case study of financial transactions through an automatic teller machine (ATM)

Korwatanasakul

2018

Kasetsart Journal of Social Sciences

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Natural rubber on the world market has had small increases in demand and big increases in supply. Therefore, demand and supply are imbalanced and this impacts the natural rubber price of the world market causing a decline. This study aimed: (1) to develop de-mand and supply models to predict the world natural rubber quantity using simultaneous equations;(2) to predict all explanatory variables in the demand and supply models using the simple moving average technique; and (3) to estimate the equilibrium quantity and price for world natural rubber during 2017e2026. First, in the demand model, there was a positive relationship of the explanatory variables of world natural rubber production quantity, synthetic rubber price, percentage year of year (%YOY) of gross domestic product (GDP), and the exchange rate, while the negative relationship variable was natural rubber price. In the supply model, the positive relationship variables were natural rubber price, mature area, rainfall, and crude oil price, while the negative relationship variables were world natural rubber stock and urea price. Second, the predicted variables indicated that production, %YOY of GDP, exchange rate, amount of stock, and the mature area tended to gradually increase, while the synthetic rubber price, urea price, rainfall, and crude oil price tended to slowly decrease from 2017 to 2026. Finally, the equilibrium quantity forecast tended to gradually increase from 953.75 to 957.15 thousand tonnes, and the equilibrium price tended to fluctuate and decrease from 169.78 to 162.05 thousand yen from 2017 to 2026. Consequently, this study may be helpful to the governments of the world's important natural rubber producing countries to plan policies to reduce natural rubber production costs and stabilize the natural rubber price in the future, such as by setting suitable areas of world natural rubber plantation in each country, and defining appropriate and sustainable alternative crop areas in each country.

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“…Individual time, money, and energy were often required of students with a mobility-related physical disability to participate in various educational and leisure activities. Others have also found that the onus of ensuring access and inclusion is frequently placed on students (Osborne, 2019;Ostrowski, 2016;Shanouda & Spagnuolo, 2021). It is important to acknowledge this effort and the hidden work of students with mobility-related disabilities, but also to take action to "lessen the demand for individual resilience" (Ignagni et al, 2019) by addressing environmental barriers.…”

Section: Discussionmentioning

confidence: 99%

“…Studies have explored barriers and facilitators for students with mobility-related physical disabilities within post-secondary institutions in Canada and internationally, highlighting barriers and facilitators within the classroom (Osborne, 2019;Ostrowski, 2016). However, the postsecondary experience involves additional educational activities outside of the classroom such as paid research positions, study sessions, and use of the library.…”

Section: Introductionmentioning

confidence: 99%

Access and Inclusion: The Experiences of Postsecondary Students with Mobility-Related Physical Disabilities

Moritz¹,

Jackson

Gahagan

et al. 2022

CJDS

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Relatively little is known about how physical and social environments influence access to and inclusion in educational and leisure activities for students with a mobility-related physical disability attending a post-secondary institution. Understanding how environments shape access is important because educational and leisure activities affect one’s emotional, social, mental, and physical health. The aim of this qualitative exploratory study was to gain an understanding of the lived experiences of access and inclusion for students with a mobility-related physical disability, and specifically, the barriers and facilitators within the physical and social environments which shape access and inclusion. One-on-one semi-structured interviews were conducted with nine students attending a post-secondary institution in Nova Scotia, Canada who self-identified as living with a mobility-related physical disability. From an analysis of the interviews, five themes emerged: 1) navigating disclosure; 2) invisibility (and passing) and visibility; 3) accommodations and supports; 4) the prevailing conceptualization of mobility-related disabilities; and 5) places and spaces for the “normal” body. Although there have been actions taken by the post-secondary institution to transform environments and improve access and inclusion, additional efforts are urgently needed, and it is suggested that Universal Design is one possible strategy.

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Improving Access to Accommodations: Reducing Political and Institutional Barriers for Canadian Postsecondary Students with Visual Impairments

Cited by 9 publications

References 25 publications

Experiences of students with visual impairments in higher education: barriers and facilitators

Experiences of students with visual impairments in higher education: barriers and facilitators

Factors influencing technology adoption of people with visual impairment: Case study of financial transactions through an automatic teller machine (ATM)

Access and Inclusion: The Experiences of Postsecondary Students with Mobility-Related Physical Disabilities

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