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

Abstract

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.

Moving towards inclusive learning and teaching: A synthesis of recent literature

“…Forsyth and Cairnduff (2015), for example, argue that work needs to be done to understand better the disconnect between diverse populations and their institutions, and to develop adequate analytical tools with which to assess and understand these disconnections. Other studies emphasize that all institutional actors are responsible for inclusion, pointing toward the need to develop a systemic culture of inclusivity (Moriña Díez, López Gavira, & Molina, 2015;Hughes, Corcoran, & Slee, 2015). Similarly, Marquis et al (2012;2016b) present evidence that resonates with the idea that movement towards positive change will require both 'top down' and 'bottom up' pressures, attention to departmental contexts, and a strong evidence base.…”

“…It is important that the curriculum is designed proactively for heterogeneity and that we move away from deficit models that refer to special arrangements or remediation. Similarly, studies have continued to emphasize that retroactive accommodation is more likely to create or simply mitigate barriers than remove them (Hughes, Corcoran, & Slee, 2015;Moriña Díez, López Gavira, & Molina, 2015). In contrast, 'universal' approaches to curriculum design necessarily engage students as partners by offering flexibility and opportunities to customize their learning (Shuman, 2007;Kumar & Wideman, 2014).…”

Moving Towards Inclusive Learning and Teaching: A Synthesis of Recent Literature

“…However, our review of recent literature suggests there are still challenges in establishing that shared understanding. For example, teachers often confuse suitable education with inclusive education (Van Gastel, Erkaslan, & De Jongste, 2014), and educator attitudes may impinge on accessibility (Ashworth, Bloxham, & Pearce, 2010) or militate against inclusion (Moriña Díez, López Gavira, & Molina, 2015;Hughes, Corcoran, & Slee, 2015;Marquis et al, 2016b). Indeed, Groeneweg (2015) finds that the quality of education is deteriorating, particularly through the greater attention that is focussed on weaker students.…”

Resilience and Support Networks for University Students with Disabilities

“…In recent years the number of university students and university students with disabilities has been increasing steadily and a series of policies aimed at favoring inclusive education has been adopted [1]; [2]. This data is relevant sense for people with disabilities higher education is an opportunity, an experience of empowerment and improvement of their quality of life [3], [4].…”

“…The majority of current studies coincide in identifying more obstacles than aids in the university trajectories of students with disabilities. Among the aids can be identified: family support [9]; friendships and peer support networks [8]; help from teachers through their knowledge and friendship [10]; support for services for students with disabilities [9]; or supports related to their own personal strategies that they implement to face the difficulties in their university day-to-day life [2].…”