Institutional construction of disabled students

Prowse, S.

doi:10.1080/13600800802559302

Cited by 32 publications

(35 citation statements)

References 7 publications

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“…Studies on questions relating to inclusive practices at HE institutions abound: Borland and James (1999), Boxall, Carson, and Docherty (2004), Foreman, Dempsey, Robinson, and Manning (2001), Fuller, Bradley, and Healy (2004a), Holloway (2001), Hopkins (2011), Jacklin, Robinson, O'Meara, andHarris (2007), Meekosha, Jakubowics, and Rice (1991), Moswela and Mukhopadhyay (2011), Nielsen (2001), Prowse (2009), Riddell, Wilson, and Tinklin (2002), Ryan and Struhs (2004), Shevlin, Kenny, and McNeela (2004), Tinklin and Hall (1999) and Tinklin, Riddell, and Wilson (2004), among others. These authors denounce the vulnerability of students with disabilities and call for a comprehensive overhaul of HE environments with a view to cultivating proactive, inclusive policy-making.…”

Section: Introductionmentioning

confidence: 97%

Students with disabilities in higher education: a biographical-narrative approach to the role of lecturers

Moriña

López

Molina

2014

Higher Education Research & Development

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This article presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project being developed by a multidisciplinary team employing a non-usual research methodology in higher education (HE) research and students with disabilities: biographical-narrative methodology. The general aim is to analyse -by listening to the students themselves -barriers and support identified as affecting access, academic performance and overall perception of the HE experience. The present paper analyses lecturer-centred data to focus specifically on one of the objectives of our research project: the role that lecturers play in the inclusive education of students with disabilities. Unlike other international research, this article explores the barriers and support differentiating between five fields of knowledge: health sciences, experimental sciences, social sciences (law and education), engineering and technology and humanities. Findings are organized in four topic areas: lecturer attitudes, practices in the classroom, curricular adaptations and faculty training. Key findings are discussed in the conclusions section, together with a discussion of contributions made by earlier studies.

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Section: Introductionmentioning

confidence: 97%

Students with disabilities in higher education: a biographical-narrative approach to the role of lecturers

Moriña

López

Molina

2014

Higher Education Research & Development

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“…Studies on questions relating to inclusive practices at HE institutions abound, among others: Borland and James (1999);Holloway (2001); Moswela andMukhopadhyay (2011), Nielsen (2001); Prowse (2009) ;Riddell, Wilson and Tinklin (2002) ;Shevlin, Kenny & McNeela (2004);and Tinklin, Riddell & Wilson (2004). These authors denounce the vulnerability of students with disabilities and call for a comprehensive overhaul of HE environments with a view to cultivate proactive, inclusive policymaking.…”

Section: Introductionmentioning

confidence: 99%

The Role of Lecturers and Inclusive Education

Molina

Rodríguez

Aguilar

et al. 2016

Research in Spec Educ Needs

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This paper presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project employing a non-usual research methodology in higher education research and students with disabilities: the biographical-narrative methodology. The general aim is to analyse -by listening to the students themselves -barriers and support identified as affecting access, academic performance and overall perception of the higher education (HE) experience. This paper focuses only on the role that lecturers play in the inclusive education of students with disabilities. Unlike other international research, this paper has explored the barriers and support differentiating between five fields of knowledge: Health Sciences, Experimental Sciences, Social Sciences, Engineering and Technology and Humanities. As mentioned above, the present paper focuses specifically on one of the objectives of our research project: making an analysis of lecturer-centred data obtained by means of biographical-narrative methodology, by the first time in this field.

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“…Para la mayoría de ellos, la universidad les aportó nuevas oportunidades en la vida (Prowse, 2009) y nuevos caminos laborales. Sin embargo, este camino, en ocasiones, no fue fácil.…”

Section: Discussionunclassified

Educación Inclusiva Y Enseñanza Superior Desde La Mirada De Estudiantes Con Diversidad Funcional

Moriña

Fernández

2017

Docencia univ.

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Este artículo presenta los resultados de una investigación en la que se analizaron los facilitadores y obstáculos que tres estudiantes con diversidad funcional identificaron durante su trayectoria en la universidad. Concretamente, se estudió cómo el profesorado había podido contribuir o no a la inclusión social y educativa. A partir del método biográfico-narrativo se pretendía dar voz a personas con diversidad funcional. Para la recogida de información se hizo uso de diversos instrumentos cualitativos: entrevistas biográficas, entrevistas focalizadas, entrevistas semiestructuradas, fotografías, autoinformes, línea de vida, diario de campo de la investigadora, notas de campo de la investigadora, observaciones, correos electrónicos y la técnica “Un día en la vida de…”. Se llevó a cabo un análisis narrativo que permitió construir tres historias de vida. En concreto, los resultados de este trabajo, a través de las narraciones de Marper, Andrés y Rafa, se centran en analizar cómo el profesorado contribuía o no a la inclusión de los estudiantes y cuáles eran las principales barreras que identificaban referidas a éste. Entre las principales conclusiones cabe resaltar cómo algunos docentes no estaban suficientemente formados para responder a las necesidades de los estudiantes o cómo, en ocasiones, no se realizaban los ajustes necesarios para el aprendizaje y participación de los estudiantes.

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Institutional construction of disabled students

Cited by 32 publications

References 7 publications

Students with disabilities in higher education: a biographical-narrative approach to the role of lecturers

Students with disabilities in higher education: a biographical-narrative approach to the role of lecturers

The Role of Lecturers and Inclusive Education

Educación Inclusiva Y Enseñanza Superior Desde La Mirada De Estudiantes Con Diversidad Funcional

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