The lived experience of students with an invisible disability at a Canadian university

Mullins, Laura; Preyde, Michèle

doi:10.1080/09687599.2012.752127

Cited by 169 publications

(199 citation statements)

References 23 publications

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“…Las barreras y ayudas que los estudiantes con discapacidad identifican en su paso por la universidad han sido ampliamente documentada en la literatura científica (Bell, Devecchi, Guckin, & Shevlin, 2017;Fuller, Healey, Bradley,& Hall, 2004;Mullins & Preyde, 2013). En la actualidad, la mayoría de universidades cuentan con servicios de apoyo y normativas que regulan los derechos de las personas con discapacidad, aunque estas no son suficientes.…”

Section: Introductionunclassified

Profesorado universitario y educación inclusiva: respondiendo a sus necesidades de formación

Moriña

Carballo²

2018

Psicol. Esc. Educ.

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ResumenEste artículo presenta los resultados de una investigación cuyo objetivo era diseñar, desarrollar y evaluar un programa de formación sobre educación inclusiva y discapacidad dirigido al profesorado universitario. Mediante el uso de una metodología cualitativa, se realizó la evaluación en tres momentos: una evaluación inicial de las necesidades de formación de los participantes; una evaluación de proceso durante el desarrollo del programa; y una evaluación final de los resultados una vez concluida la formación. Los instrumentos empleados para la recogida de datos fueron la entrevista semi-estructurada individual y grupal, el cuestionario abierto y la observación. Este trabajo ofrece una visión sobre las principales necesidades de formación de los 20 participantes y cómo el programa da respuesta a éstas, exponiendo los aprendizajes más relevantes adquiridos por los docentes y contrastándolos con la situación de partida. Finalmente, en las conclusiones se expone una discusión de los resultados con otras investigaciones previas.Palabras Clave: Formación de profesores; evaluación de programa; educación inclusiva. University teaching staff and inclusive education: responding to their training needs AbstractThis article presents the results of a research whose objective was to design, develop and evaluate a training program on inclusive education and disability aimed at university teaching staff. Through the use of a qualitative methodology, the evaluation was carried out in three moments: an initial evaluation of the training needs of the participants; a process evaluation during the development of the program; and a final evaluation of the results once the training is completed. The instruments used for the data collection were the semi-structured individual and group interview, the open questionnaire and the observation. This work offers a vision about the main training needs of the 20 participants and how the program responds to them, exposing the most relevant learning acquired by the teachers and contrasting them with the starting situation. Finally, the conclusions show a discussion of the results of other previous investigations.Keywords: Teacher training; program evaluation; inclusive education. Professorado universitário e educação inclusiva: respondendo a suas necessidades de formação ResumoEste artigo apresenta os resultados de uma pesquisa cujo objetivo era conceber, desenvolver e avaliar um programa de formação sobre educação inclusiva e deficiência dirigido aos professores universitários. Mediante o uso de uma metodologia qualitativa, realizou-se a avaliação em três momentos: avaliação inicial das necessidades de formação dos participantes; avaliação do processo durante o desenvolvimento do programa e avaliação final dos resultados uma vez concluída a formação. Os instrumentos empregados para a coleta de dados foram a entrevista semiestruturada individual e grupal, o questionário aberto e a observação. Este estudo oferece uma visão sobre as principais necessidades de formação dos 20 participantes ...

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Section: Introductionunclassified

Profesorado universitario y educación inclusiva: respondiendo a sus necesidades de formación

Moriña

Carballo²

2018

Psicol. Esc. Educ.

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“…critical and complicated aspects for people with disabilities moving onto higher education is, in fact, the disclosing of their special needs (Borland and James, 1999;Tinklin and Hall, 1999;Shevlin, Kenny and McNeela, 2004;Mullins and Preyde, 2013); despite the fact that the research shows that students requiring services immediately after enrolment are more likely to perform better academically than those who delay their request for help (Lightner et al, 2012).…”

Section: Increase In Students With Disabilities In Universities From mentioning

confidence: 99%

University: a universe of study and independent living opportunities for students with disabilities. Goals and critical issues

Pavone¹,

Bellacicco²

2016

Education Sciences and Society

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The study and inclusion experience of university students with disabilities is characterised by many complex issues but is also of great importance for personal, working and social life. Over the last two decades, international organisations have issued guidelines aimed at ensuring equal opportunities to underrepresented groups in higher education; first among them, the UN Convention on the Rights of Persons with Disabilities (2006) 2 . However, the academic quality of teaching programmes is greatly influenced by the autonomy of each university and by varying national legislations. Innovative trends move towards the model of inclusion: from the provision of services for a specific population to a structural reorganisation of the context. In Italy, the rate of students with disabilities at university has been found in quantitative and qualitative data since the early 1990s. Evidence shows that there has been a progressive increase in the number of enrolments leading in parallel to a more established provision of financial, professional and material resources. The few surveys conducted in the field, however, highlight the need to improve the quality of individualised courses and of the tools used, directing support towards a more systemic and diachronic perspective.

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“…Such uncertainty stemmed from the realities of meeting with varying levels of faculty support for accommodations, and from having to negotiate within the deficit-based disability discourses that pervade the university milieu (Hibbs & Pothier, 2006;Magnus & Tøssebro, 2013;Mullins & Preyde, 2013). As I endeavoured to learn amidst such uncertainty, I slowly, although unknowingly, cultivated a coping strategy that simultaneously supported and resisted the discourses that were shaping my self-understanding in the post-secondary milieu.…”

Section: Framing Ableism To Reframe My Storymentioning

confidence: 99%

Divergent Encounters with Normal: Are They Really So Different After All?

Bruce

2016

CJDS

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In this paper, I will draw on Fiona Kumari Campbell's theorizing of ableism to illustrate the essential role of theory in transformative reflection. Such critical reflection can change how we, as disabled students, understand daily experiences of marginalization, and can encourage reconsideration of our responses to them. By sharing how I came to make sense of my own lived experience at university, I hope to make a substantive contribution to academic conversations about the lived complexities of being disabled at university and about our responses to ableism in our midst. Moreover, I aim to add to current understandings of Campbell's theorizing by translating the often complex language of theory through the analysis and storying of lived experience.

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The lived experience of students with an invisible disability at a Canadian university

Cited by 169 publications

References 23 publications

Profesorado universitario y educación inclusiva: respondiendo a sus necesidades de formación

Profesorado universitario y educación inclusiva: respondiendo a sus necesidades de formación

University: a universe of study and independent living opportunities for students with disabilities. Goals and critical issues

Divergent Encounters with Normal: Are They Really So Different After All?

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