Students with disabilities in post‐secondary education: the perspectives of wheelchair users

Paul, Stanley

doi:10.1002/oti.91

Cited by 13 publications

(18 citation statements)

References 10 publications

(9 reference statements)

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“…Studies of students with physical disabilities indicate that architectural barriers in schools and inadequate access to assisting devices, especially computers, are frequently reported as a hindrance to accessibility (Parett & VanBiervliet 1990; Korpela & Koivikko 1992; West et al 1993; Dudgeon et al 1996; Paul 1999).…”

Section: Introductionmentioning

confidence: 99%

“…However, the social environment is also relevant: teachers and peers may have poor understanding of the children’s disabilities (Whitehouse et al 1989; Westbom 1992; Lightfoot et al 1999; Paul 1999). Many students with physical disabilities have less social contact with peers than non‐disabled students, which might influence learning opportunities (Blum et al 1991; Westbom 1992; Stevens et al.…”

Section: Introductionmentioning

confidence: 99%

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Environmental barriers in mainstream schools

Hemmingson

Borell

2002

Child

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Research on students with disabilities in mainstream schools often focuses on the students' personal abilities rather than on the establishment itself. To promote inclusive education, the environmental prerequisite for participation has to be explored also. The aim of this study was to identify the barriers to participation in Swedish mainstream schools, from the personal perspective of students with physical disabilities. The study also investigated how gender, diagnosis, level of mobility, academic years and availability of an assistant were related to student-environment fit. A total of 34 students with physical disabilities, aged between 10 and 19 years, participated in the study. The students were assessed by 'The school-setting interview'. Results show that two-thirds of the students experienced barriers to participation in both the physical and the social environment. A majority of the barriers originated from the way in which school activities were organized and carried out in schools. Failure to provide adequate environmental adjustments resulted in restricted participation or exclusion from some of the activities in class. Older students experienced significantly more barriers than younger ones because the school organization was less favourable. The results suggest that the way in which activities are organized in school is the area in need of most improvements to promote participation of students with physical disabilities.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Environmental barriers in mainstream schools

Hemmingson

Borell

2002

Child

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“…1989; Westbom 1992; Lightfoot et al . 1999; Paul 1999) have described the poor understanding of the children's disabilities. Attention should be attached to collaboration between school staff and health professionals in caring for children suffering from JCA.…”

Section: Discussionmentioning

confidence: 99%

Oscillating between hope and despair — a qualitative study

Sällfors

Fasth

Hallberg

2002

Child

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Chronic pain is a substantial problem for children with JCA, which must be considered in health care. The pain affected and disturbed the children's ordinary way of life. It blocked a number of goals. Psychological and physiological processes interact in the phenomenological experience of pain, and the response of the environment elicits, maintains or decreases the experience of pain. Hopefully,the findings contribute to a deeper understanding of the life situation of children suffering from JCA and can be of importance in developing rehabilitation programmes for these children.

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“…Findings from the interviews indicate that the disabled women students recognize higher education as an important tool for empowerment. They see university education as a vital stepping stone toward success in life (Okeke 2006;Paul 1999). In contrast to societal perceptions that disabled people are charity recipients that need pity, the interviews revealed that the disabled women are actively involved in changing their lives through among other ways acquiring an education.…”

Section: Discussionmentioning

confidence: 89%

“…This finding is consistent with findings from studies done in North America and the UK. For example, in the US, Paul (1999) reported that the disabled students recognized personal aspiration and pressures from family, peers, and friends as key motivators that influenced these students' decisions to attend university. Paul also found that the disabled students believed that post-secondary education could take them wherever they wanted to go in life (see also Fuller et al 2004).…”

Section: Discussionmentioning

confidence: 97%

Examining the motivations of women students with disabilities' participation in university education in Kenya

Opini

2012

Scandinavian Journal of Disability Research

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This paper discusses factors that influence women with disabilities in Kenya to pursue a university education. The paper draws on findings from a larger research project that studied the experiences of women students with disabilities in Kenyan universities. Findings show that the need to become economically independent, the desire to become a 'somebody', and the determination to challenge their subjugated position in society, with a view to rising above the prejudiced notions of 'lack', is central to the women's motivation to attend university. The paper shows that while some of the motivations of women with disabilities to go to university are similar to those of non-disabled individuals, women with disabilities have to struggle much harder to accomplish their goal because of societal barriers and prejudices towards people with disabilities. The success of the women in the study highlights the need for the society, families, governments, and friends to be more supportive and more systematic in ensuring that individuals with disabilities get the access and resources they need to attain their educational goals and dreams.

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Students with disabilities in post‐secondary education: the perspectives of wheelchair users

Abstract: Changes in higher education in the United

Cited by 13 publications

References 10 publications

Environmental barriers in mainstream schools

Environmental barriers in mainstream schools

Oscillating between hope and despair — a qualitative study

Examining the motivations of women students with disabilities' participation in university education in Kenya

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