Is inclusion still an illusion in higher education? exploring the curriculum through the student voice

Barkas, Linda Anne; Armstrong, Paul-Alan; Bishop, G. D.

doi:10.1080/13603116.2020.1776777

Cited by 22 publications

(14 citation statements)

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“…Moreover, the proportion of students with disabilities who managed to complete their university studies was lower compared to the rest [5,6]. This indicates that inclusion is still a pending task [7,8] and largely dependent on the good will of the institutions and university staff [9].…”

Section: Introductionmentioning

confidence: 99%

Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain

2021

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Introduction This study investigates the profiles of 25 faculty members of the area of Social and Legal Sciences, from seven Spanish universities, who were selected by students with disabilities. Specifically, the aim of this paper is to understand why, despite their lack of pedagogical and disability training, they are considered to be inclusive faculty members. Objective For this purpose, we analysed the professional characteristics of these academics, their conceptions about disability, what actions they carry out to provide an inclusive response and how they consider that the current situation of university students with disabilities could be improved. Methods Semi-structured individual interviews were used to collect the data. Subsequently, a progressive analysis of the data was performed, using an inductive system of categories and codes. Results and conclusions The results show that these faculty are responsible, involved and committed to their teaching performance. Moreover, they regard reasonable adjustments as a fundamental requirement to handle the different needs of students with disabilities. This paper–which can also be useful for faculty and researchers in other areas of knowledge–comes to the conclusion that training is relevant for becoming an inclusive faculty member. Nevertheless, good will and eagerness to do one’s job properly are even more important aspects.

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Section: Introductionmentioning

confidence: 99%

Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain

2021

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“…Currently, the integration of people with disabilities into the everyday life of society is of great importance (Chambers, 2015), which is largely due to the increased awareness of the value of human diversity (Shved, 2015). Studying the history of the development of inclusive practices (Stentiford, 2020) in the system of Ukrainian education makes the process of socialization of a person (Barkas et al, 2020) with disabilities effective (Martínez et al, 2020), based on an individual approach to everyone (Kolupaeva, 2009). To date, the so-called "inclusion without borders" (Lorraine et al, 2017), which implies the widespread implementation of joint learning, which often has a negative impact on the educational process, has become widespread (Gunn, 2017).…”

Section: Discussionmentioning

confidence: 99%

Socio-Entrepreneurial Approach in Higher Education Institutions on the Example of Inclusive Education

Gryshchenko

Yatsenko

2021

mng

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Background and objectives. In Ukraine, until the mid-2000s, social policy with regard to people with disabilities was primarily compensatory in nature. Now the situation is gradually changing, the objectives of social policy are recognized to ensure equal rights and opportunities for people with and without disabilities. With the signing (2008) and ratification (2012) of the UN Convention on the Rights of Persons with Disabilities, our country has assumed the obligation to ensure the full social participation of people with disabilities in society. One of the resources that increase the chances of people with disabilities to master various spheres of life can be higher professional education, especially in an inclusive format.Methods. The study used: biographical method and interview method – to collect and summarize the information obtained; statistical method – to process the results of the survey, predictive method – to summarize various aspects of the use of inclusive education format in the system of higher professional education. Findings. The potential of the institute of higher professional education as a channel of social inclusion is proposed to use both at the macro level through the use of the model of socio-entrepreneurial approach of forming a system of higher professional inclusive education, and at the micro level through the identification and description of practices of forming an inclusive format of education in a particular university and tracing the life trajectories of people who received higher professional education in an inclusive format.Conclusion. The analysis of the successes and difficulties of higher professional education for people with disabilities shows that there is an objective need to consolidate the efforts of the higher education community with regional public organizations, executive authorities, regional and city institutions of health, education and social protection to support young people with disabilities.

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“…There were positive emotions in students in the first week, which turned into negative emotions in the next weeks. Therefore, there was a need to provide online counseling sessions to students to improve their mental healthand make them able to concentrate on their studies more as compared to the pandemic and lockdown (Barkas, Armstrong, & Bishop, 2020;Holmes et al, 2020;Kufi, Negassa, Melaku, &Mergo, 2020).…”

Section: Discussionmentioning

confidence: 99%

Psychological Experience of University Students in COVID-19 Lockdown: A Qualitative Research

Tariq¹

2020

PSSR

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Is inclusion still an illusion in higher education? exploring the curriculum through the student voice

Cited by 22 publications

References 14 publications

Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain

Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain

Socio-Entrepreneurial Approach in Higher Education Institutions on the Example of Inclusive Education

Psychological Experience of University Students in COVID-19 Lockdown: A Qualitative Research

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