Opinions of University Students with Disabilities on Current Regulations and Adaptations at Higher Education Institutions

Kayhan, Nilay; Şen, Mümin; Akçamete, Gönül

doi:10.1016/j.sbspro.2015.07.050

Cited by 9 publications

(10 citation statements)

References 1 publication

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“…It is critical for an institution of higher education to identify the needs of the students with disabilities and provide them with the support they need (Kayhan, Sen & Akcamete, 2015). However, students with disabilities must self-identify on college and university campuses.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Students with disabilities are expected to perform academically perform at the same levels as their non-disabled peers (Couzens, Poed, Kataoka, Brandon, Hartley, & Keen, 2015). Therefore, it is important for institutions to identify and provide support for them (Kayhan et al, 2015). With graduation completion rates declining across higher education, administrators and teaching staff are pressured more than ever to meet the needs of all students (Kayhan, Sen, & Akcamete, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, it is important for institutions to identify and provide support for them (Kayhan et al, 2015). With graduation completion rates declining across higher education, administrators and teaching staff are pressured more than ever to meet the needs of all students (Kayhan, Sen, & Akcamete, 2015). In response, institutions of higher education are expanding and reorganizing their support services to meet the needs of students with special needs, including students with disabilities (Couzens et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Determining Academic Success in Students with Disabilities in Higher Education

Santos¹,

Kupczynski²,

Mundy³

2019

IJHE

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Students with disabilities have not been fully welcomed in higher education in spite of litigation, court cases, and positive shifts in public perceptions. The transition from high school to college is challenging for students without disabilities. Students with disabilities often get overlooked by their institution and overwhelmed during this transition, contributing to an achievement gap for these students. Student success is measured by retention, academic achievement, and on-time graduation. This research study examined how student success was impacted by a student’s registration with the campus disability office, use of accommodations, and use of institutional and social support systems. This study explored a new frontier of research that dispels the myth that students with disabilities are a homogenous group. The results of this study can be used to increase knowledge regarding students with disabilities and their success in higher education. The results will assist college and university administrators as well as staff in disability services offices in tracking the success of accommodations for students with disabilities. This study can help university administration to better understand the benefits of institutional support services as well as encourage faculty involvement in implementing accommodations and helping students see the benefit of student registration with the campus office of disabilities.

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Section: Statement Of the Problemmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Determining Academic Success in Students with Disabilities in Higher Education

Santos¹,

Kupczynski²,

Mundy³

2019

IJHE

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show abstract

“…Si bien el acceso a la educación debe considerarse un derecho básico, muchas personas con discapacidad siguen encontrando barreras que les dificultan obtener tanto una educación de calidad como un empleo posterior, relegándoles en ocasiones a estados de dependencia (Hersh, 2016). Por lo tanto, es de gran importancia identificar necesidades educativas, de becas, administrativas, físicas, de alojamiento y sociales de los estudiantes con discapacidades en instituciones de educación superior de cara a proporcionarles los apoyos correspondientes a tiempo (Kayhan, Sen & Akcamete, 2015). Por todo esto, es esperable que los responsables de los centros de educación superior, en relación directa con los propios estudiantes con discapacidades, continúen con el desarrollo de políticas que garanticen prácticas inclusivas en todas las áreas de la universidad (Kendall, 2016), adaptando así propuestas pioneras como la llevada a cabo en la Universidad de Connecticut, que mantiene implantados los programas BOLD (Building Opportunities for Students with Learning Disabilities), FAST (Focused Academic Skills Training) y SEAD (Strategic Education for Students with Autism Spectrum Disorder), a través de los que trabaja directamente con los estudiantes con dificultades del aprendizaje, proporcionándoles tanto apoyos académicos como psicológicos.…”

Section: Discussionunclassified

Dificultades de aprendizaje en Educación Superior: un reto para la comunidad universitaria

et al. 2018

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El número de estudiantes con Dificultades del Aprendizaje que accede a entornos universitarios está aumentando, lo que pone en relieve la importancia de realizar adaptaciones que se correspondan con las necesidades de este nuevo alumnado. Con el objetivo de analizar las barreras percibidas por estos estudiantes, se realiza una revisión sistemática a través de la base de datos Web of Science, sin restricción de fecha, utilizando un concepto amplio de dificultades de aprendizaje y combinado los siguientes descriptores: learning disabilities, highereducation, university, barriers. Se seleccionan, examinan y comparan un total de 23 artículos. Del análisis realizado se desprende que, si bien se están realizando esfuerzos por elaborar adaptaciones de calidad que se correspondan con las demandas de los estudiantes con Dificultades del Aprendizaje, las barreras aún parecen ser más numerosas que los sistemas de apoyo implantados. Las implicaciones a corto y largo plazo se analizan en la discusión.

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“…Based on this facts, it is important for institutions to identify and provide support for them (Kayhan et al, 2015). It really means that schools or higher education have to re-examine what they teach, how they teach and how they assess learner's performances.…”

Section: Introductionmentioning

confidence: 99%

Barriers and Coping Strategies of Students with Disability During Inclusive Learning in Higher Education

Hardini

Tarigan

Trang

2022

JINOTEP

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Abstrak: JJumlah penyandang disabilitas yang mengikuti sistem Pendidikan inklusi di perguruan tinggi semakin meningkat seiring dengan adanya Kartu Indonesia Pintar (KIP) Kuliah. Penelitian ini bertujuan untuk mendeskripsikan tantangan hambatan yang dihadapi mahasiswa disabilitas selama mengikuti kuliah inklusi dan strategi koping mahasiswa dalam mengatasinya. Penelitian ini bersifat deskriptif kualitatif dan data dikumpulkan dengan teknik interview, observasi, dan dokumentasi. Data dianalisis dengan metode analisis studi kasus. Hasil penelitian menunjukkan bahwa mahasiswa tunanetra menghadapi hambatan belajar terkait teks, gambar atau simbol/angka, sedangkan mahasiswa tunadaksa memiliki hambatan terkait aktiVitas fisik. Strategi koping yang dilakukan oleh mahasiswa adalah dengan menggunakan Assistive Technology (AT), meningkatkan komunikasi dengan dosen, dan melakukan diskusi kelompok. Dari temuan di atas, disimpulkan bahwa teknik pengajaran dan materi perkuliahan harus beaptasi dengan kebutuhan murid dan dapat digunakan secara universal.Abstract: The number of disabled students enrolled in the inclusive system in higher education has increased due to a card used to access colleges issued by the Indonesian government known as Kartu Indonesia Pintar Kuliah (KIP Kuliah). The research aims to describe learning barriers encountered by students with visual and physical disabilities during inclusive class and their coping strategies to overcome this predicament. The research is qualitative descriptive, and data were collected by interview, class observation, and documentation. The data were analyzed by using the case study analysis method. The results indicate that written material containing text, pictures, and symbols/numbers are barriers for visually disabled students, while physically disabled students have barriers in terms of class that requires physical activities. Students’ coping strategies are using Assistive Technology (AT), increasing communication frequency with the lecturers, and conducting study groups after class. It is concluded that the lecturer’s teaching technique and material should be adapted to meet the students’ needs and should be universal.

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Opinions of University Students with Disabilities on Current Regulations and Adaptations at Higher Education Institutions

Cited by 9 publications

References 1 publication

Determining Academic Success in Students with Disabilities in Higher Education

Determining Academic Success in Students with Disabilities in Higher Education

Dificultades de aprendizaje en Educación Superior: un reto para la comunidad universitaria

Barriers and Coping Strategies of Students with Disability During Inclusive Learning in Higher Education

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