Peer Tutoring for College Students with Disabilities

Kowalsky, Ronen; Fresko, Barbara

doi:10.1080/0729436022000020760

Cited by 16 publications

(9 citation statements)

References 6 publications

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“…That said, while efforts to foster inclusion at the tertiary level -and the number of students with disabilities at university is growing -are clear signs of progress, serious barriers to full participation in learning still exist (Kowalsky & Fresko, 2002;Slee, 2011). The research shows that university responses to diversity tend to be reactive, not proactive (Riddell, Tinklin, & Wilson, 2005); as a result, higher education (HE) environments can be especially disabling (Borland & James, 1999;Reindal, 1995;Tinklin & Hall, 1999).…”

Section: Introductionmentioning

confidence: 98%

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: 98%

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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“…Esta estrategia beneficia tanto a los alumnos tutorados como a los propios tutores. Respecto a los primeros, mejora su rendimiento académico y su adaptación social (Vogel et al, 2007), además previene la deserción en el ámbito de la educación superior (Kowalsky & Fresko, 2002). En relación a los segundos, se promueve un mayor conocimiento respecto a las personas con discapacidad, el aumento de expectativas y actitudes más positivas hacia estas personas, la experimentación de sentimientos de éxito, mayores oportunidades de interacción social y el aumento de habilidades académicas (Lissi & Onetto, 2012).…”

Section: Tutoría De Paresunclassified

Facilitadores y barreras del proceso de inclusión en educación superior: la percepción de los tutores del programa Piane-UC

Villouta

2017

Estud. pedagóg.

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RESUMEN La educación superior representa mayores posibilidades de participación en la sociedad a personas con discapacidad. En este contexto, para favorecer la inclusión de alumnos con discapacidad motora y sensorial, la Pontificia Universidad Católica de Chile tiene el programa PIANE-UC. El objetivo del presente estudio es identificar y comprender los facilitadores y las barreras en la inclusión de alumnos con discapacidad en el contexto de la educación superior, desde la perspectiva de los alumnos tutores que brindan apoyo en este programa. Para ello, mediante un enfoque cualitativo en la modalidad de estudio de caso, se analizaron nueve entrevistas utilizando la metodología de Teoría Fundamentada. Este análisis reveló que un aspecto importante a considerar es la conceptualización que se tenga de la discapacidad, pues en función de ello se generarán prácticas más o menos inclusivas. Palabras clave: modelo social, tutoría de pares, discapacidad.

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“…There is evidence to suggest that disabled students experience a lack of understanding and acceptance of their needs from both students (Quick, Lehman and Deniston 2003;Kowalsky and Fresko 2002) and academic and support staff (Ryan 2007;Denhart 2008). This lack of understanding can manifest itself in failure to provide accommodations in teaching (Bishop and Rhind 2011;Claiborne et al 2011) and in assessments (Hammer, Worth and Dunn 2009;Vickerman and Blundell 2010).…”

Section: The Need To Privilege the Voices Of Disabled Studentsmentioning

confidence: 99%

From the voice of a ‘socratic gadfly’: a call for more academic activism in the researching of disability in postsecondary education

Tai-Seale

2016

European Journal of Special Needs Education

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In this article I use the lens of voices and silences to frame my review of research in the field of disability and postsecondary education. I argue that we need to view research in this field as a necessarily political act that seeks to turn voices of silence into voices of change. Researchers therefore need to rethink their role in order to understand how they can use and direct their political voices. In order to persuade researchers to heed my call for more academic activism I draw on the arguments of Allan (2010) and adopt the role of a 'socratic gadfly' to identify six political areas of research where I argue that voices and silences need more critical examination. In discussing these six areas I hope to illuminate the implications for 'genuinely investigative' research in the future.

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Peer Tutoring for College Students with Disabilities

Cited by 16 publications

References 6 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

Facilitadores y barreras del proceso de inclusión en educación superior: la percepción de los tutores del programa Piane-UC

From the voice of a ‘socratic gadfly’: a call for more academic activism in the researching of disability in postsecondary education

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