The Accommodation of University Students with Disabilities Inventory (AUSDI): Assessing American and Mexican Faculty Attitudes toward Students with Disabilities

Wolman, Clara; McCrink, Carmen Suarez; Rodríguez, Sebastián Figueroa; Harris-Looby, Judy

doi:10.1177/1538192704265985

Cited by 13 publications

(14 citation statements)

References 11 publications

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“…En cuanto a los recursos materiales, uno de los logros, muy valorado por el alumnado, ha sido el que los docentes estuvieran de acuerdo en ser grabados durante las sesiones de clase. El alumnado pudo utilizar dispositivos técnicos y tecnológicos como grabadoras de voz para registrar en clase las lecciones impartidas, facilitando que el alumnado pueda contar con todas las explicaciones y ejemplos literales expuestos en clase, lo que facilita significativamente para este alumnado llevar el hilo secuencial de las sesiones de clase, y tener una visión global de la asignatura (Lombardi y Murray, 2011;Wolman et al 2004). Esta conclusión resulta significativa, ya que en otros estudios, los estudiantes denuncian precisamente la negativa del profesorado a que se utilice en sus clases apoyos adicionales (Hewett et al, 2017).…”

Section: Conclusiones Y Discusiónunclassified

Acciones del profesorado para una práctica inclusiva en la universidad

2019

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RESUMEN En este artículo se analizan las acciones que el profesorado de una universidad española realiza para contribuir a la inclusión del alumnado con discapacidad. Para llevar a cabo el estudio realizamos entrevistas semiestructuradas a 20 docentes. Los resultados presentan diferentes acciones que el profesorado puso en práctica para ajustar la metodología, los materiales, y la evaluación. En las conclusiones, se plantea la necesidad de que en las asignaturas se contemplen actuaciones que hagan posible la respuesta a las necesidades derivadas de la discapacidad, así como se recomienda planificar los proyectos docentes desde los principios del diseño universal del aprendizaje.

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Section: Conclusiones Y Discusiónunclassified

Acciones del profesorado para una práctica inclusiva en la universidad

2019

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“…The number of university students with disabilities is increasing in many countries (Seale, Geogerson, Mamas, & Swain, 2015;Veitch, Strehlow, & Boyd, 2018;Wilson et al, 2016;Wolman, Suarez, Figueroa, & Harris-Looby, 2004). Despite this fact, this particular group of students is a minority that needs inclusive experiences in Higher Education to prove that advances have been made.…”

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confidence: 99%

Inclusive Higher Education in Spain: Students With Disabilities Speak Out

Moriña

Perera

2018

Journal of Hispanic Higher Education

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This study examined the barriers and supports to inclusive education identified by university students with disabilities in Spain. A qualitative methodology is used. Students identified several organizational and architectural barriers and supports in completing their degrees. The conclusions go back to the main ideas analyzed to discuss previous works; likewise, proposals for improvements are provided, such as the need to train faculty in inclusive education and universal design for learning and the importance of redesigning learning environments to make them more accessible.

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“…Pre-existing research has found that university teachers are most motivated to accept students with apparent physiological disabilities, such as physical disability, deafness or hearing loss (Baggett, 1994), and visual impairment (Gitlow, 2001). Conversely, students with psychiatric disorders or emotional-behavioral disorders are most ostracized (e.g., Gitlow, 2001;Burgstahler et al, 2000;Berry & Mellard, 2002;Wolman, McCrink, Rodriguez, & Harris-Looby, 2004). In the present study, respondents generally regarded psychiatric disorders, hearing loss and visual impairment as the three disabilities which most likely make students" college life restrictive.…”

Section: Acceptance Of Different Types Of Disabilitymentioning

confidence: 99%

Inclusive Higher Education for Students with Disabilities in China: What Do the University Teachers Think?

Zhang¹,

Rosen²,

Li³

et al. 2018

HES

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Inclusive higher education is a path to protect the educational rights of university students with disabilities. University teachers’ attitudes toward students with disabilities, and towards their inclusion in universities, are a key factor that will affect the development of inclusive higher education. This study used a questionnaire to explore an overall perspective of how university teachers in China view inclusive higher education from emotional, cognitional and conative aspects. Their responses suggest that university teachers in China have positive emotion and cognition toward the rights of students with disabilities to receive higher education; the teachers do, however, appear to lack motivation, relevant knowledge, skills, and effective strategies to cope with the students’ special needs. This suggests that effective implementation of inclusive higher education must be supported by an effective service center for those who have disabilities, a support network of professionals, and an administrative support system for teachers and students.

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The Accommodation of University Students with Disabilities Inventory (AUSDI): Assessing American and Mexican Faculty Attitudes toward Students with Disabilities

Cited by 13 publications

References 11 publications

Acciones del profesorado para una práctica inclusiva en la universidad

Acciones del profesorado para una práctica inclusiva en la universidad

Inclusive Higher Education in Spain: Students With Disabilities Speak Out

Inclusive Higher Education for Students with Disabilities in China: What Do the University Teachers Think?

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