Inclusive Higher Education for Students with Disabilities in China: What Do the University Teachers Think?

Zhang, Yuexin; Rosen, Sandra; Li, Cheng; Li, Jingshan

doi:10.5539/hes.v8n4p104

Cited by 38 publications

(49 citation statements)

References 18 publications

(20 reference statements)

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“…For example, some academics refuse to adapt their exams and materials, or they use teaching methods that do not promote inclusivity (Mutanga, 2018;Yssel et al, 2016). Moreover, various works have highlighted that the knowledge, attitudes, and good will of academics to offer curricular adaptations are critical factors for the success of students with disabilities Leyser et al, 2011;Zhang et al, 2019). Considering this situation, students demand more trained, informed, and aware academic staff (Vickerman & Blundell, 2010).…”

Section: Learning Barriers For Students With Disabilitiesmentioning

confidence: 99%

Training Needs of Academics on Inclusive Education and Disability

2020

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The aim of this article is to analyze, from the academic staff’s perspective, the training needs they require to provide an inclusive education to students with disability. Academics from a Spanish university participated in this research. We used a qualitative methodology. We collected the information through semi-structured interviews and open-ended written questionnaires. We analyzed data using an inductive system of categories and codes. Three topics were addressed in the results: profile of academics according to their previous training, the importance of such training for them and the reasons for training, and the contents considered essential for training. In the conclusions section, the need for universities to design and implement training policies was addressed. In addition, the participants stated that they would be more sensitive and better prepared if they received training on disability-related issues. A clear conclusion of this study is that inclusive universities require the involvement of everyone.

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Section: Learning Barriers For Students With Disabilitiesmentioning

confidence: 99%

Training Needs of Academics on Inclusive Education and Disability

2020

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“…A research study from China further found that teachers generally displayed positive attitudes and awareness of the rights of students with disabilities. However, teachers lacked motivation, knowledge, skills and effective strategies for providing support to students with disabilities (Zhang, Rosen, Cheng and Li, 2018). In some instances, the "lenience of professors concerning course requirements" was also observed: "…I had certain situations with teachers when I said: "Look, you cannot pass the student if he/she does not have the competences, this is a big problem".…”

Section: Challenges/difficulties For Students With Disabilities In Thmentioning

confidence: 99%

Studenti s invaliditetom u visokom obrazovanju – pogled iz kuta formalne podrške

Babić

2020

Hrvat. rev. rehabil. istraž. (Online)

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Visoko obrazovanje važan je segment pripreme za tržište rada svih studenata koji upisujući pojedini fakultet žele steći potrebnu edukaciju za rad u odabranom području. Zemlje Europske Unije, pa tako i Hrvatska, ulažu u razvoj visokog obrazovanja kroz različite operativne programe koji pridonose dostupnosti obrazovanja za sve kategorije građana. Otvorenost visokog obrazovanja svakom članu društva temelj je inkluzivne obrazovne politike Europske Unije. Obrazovne politike postaju područje interesa cijele europske zajednice jer se društvo znanja vidi kao temelj gospodarske konkurentnosti Europe na globalnom tržištu. Cilj je rada ispitati kako stručnjaci koji rade u službama podrške za studente s invaliditetom doživljavaju poštovanje prava na visoko obrazovanje studenata s invaliditetom na Sveučilištu u Zagrebu. Riječ je o kvalitativnom istraživanju provedenom u 2019. godini putem polustrukturiranih intervjua, dok su podaci obrađeni primjenom tematske analize. U istraživanju je sudjelovalo 10 stručnjaka koji rade u službama podrške za studente s invaliditetom na Sveučilištu u Zagrebu. Rezultati ukazuju na pozitivne primjere poštovanja prava na visoko obrazovanje, ali identificiraju i postojeće slabe točke koje je potrebno unaprijediti u skladu sa suvremenim postavkama inkluzivnog europskog društva. Promjene u budućnosti potrebne su u područjima standardizacije asistencije i prijevoza, prilagodbe infrastrukture, redovite edukacije nastavnog osoblja, senzibilizacije studenata te u razvoju ljudskih resursa u uredima za studente s invaliditetom.

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“…Faculties can allocate a disability services office that concentrates in providing academic support and technical assistance in regard to SWDs (Tinklin et al, 2004). Universities in China have a dedicated a 'Service Center for SWDs' that assists them in their educational processes while also facilitating their connections with academic staff and peers (Zhang, Rosen, Cheng& Li, 2018). Other institutions might have a designated officer supervised under a senior manager tasked with the responsibility of assisting SWDs (Tinklin et al, 2004).…”

Section: H3mentioning

confidence: 99%

“…The motivation to learn and transfer skills to their respective educational environment can be observed more in academics who are more willing to accommodate SWDs (Murray et al, 2008). It can therefore be implied that WtA.SWDs, the need for professional development for SWDs and the effectiveness of training are inter-related (Park, Roberts& Stodden, 2012;Zhang et al, 2018). There has been little empirical evidence to support this and hence, the following is hypothesised.…”

Section: H5mentioning

confidence: 99%

“…This section also inquires them about the number of SWDs in their institutions. Section (2) is divided into four parts; a) PIS assessment through the 3 items proposed by Zhang et al testing of WtA.SWDs using 8 items adopted from Cawthon and Cole (2010) and Khouri et al (2019), d) the examination of AIPD.SWDs via 7 items which were borrowed from Zhang et al (2018) and Khouri et al (2019). In Section (2), respondents were asked to demonstrate their level of agreement with each item using a 5-point Likert scale from 1 (strongly disagree) to 5 (strongly agree).…”

Section: 2measuresmentioning

confidence: 99%

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Integration of Students with Disabilities in Egyptian Tourism Higher Education Institutions (THEIs): An Academic Perspective

Kamel

2020

Journal of Association of Arab Universities for Tourism and Hos

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This study seeks to evaluate perceived institutional support and attitudes exhibited by academics towards the integration of students with disabilities (SWDs) in Tourism Higher Education Institutions (THEIs). The willingness of academics in accommodating SWDs and their interest in furthering professional development for the education of SWDs will also be assessed. A survey was randomly distributed to academic staffs in THEIs with a resulting 310 responses. A Path-Analysis model was implemented using Amos 25 for the testing and validation of research hypotheses. Results indicated positive attitudes among academics towards SWDs with a general willingness to accommodate and integrate them in THEIs. Findings also indicated that the institutional support academic perceive has a significant influence on academics as well as their willingness to support SWDs. This study suggests the strengthening of support and development of training for academics in relation to the education of SWDs. These suggestions and their practical implications for THEIs are detailed in this study. To the author's knowledge, this study will be the first investigation in discussing the academics perspective on the integration of SWDs in THEIs. The results obtained from this study would therefore contribute towards more future literature in this regard..

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Inclusive Higher Education for Students with Disabilities in China: What Do the University Teachers Think?

Cited by 38 publications

References 18 publications

Training Needs of Academics on Inclusive Education and Disability

Training Needs of Academics on Inclusive Education and Disability

Studenti s invaliditetom u visokom obrazovanju – pogled iz kuta formalne podrške

Integration of Students with Disabilities in Egyptian Tourism Higher Education Institutions (THEIs): An Academic Perspective

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