Universities admission policies (Requirements): Exclusionary or inclusionary for applicants with disabilities

Madhesh, Abdullah

doi:10.1016/j.ijer.2022.102122

Cited by 4 publications

(3 citation statements)

References 23 publications

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“…24 Madhesh highlighted the potential necessity for revising the entrance criteria of Saudi General Universities to promote more diversity. 25 Surprisingly, 64% of the surveyed universities in his study explicitly state on their websites that candidates must be "medically fit", which potentially unintentionally excludes individuals with disabilities from equal opportunities in university education. The absence of official documents outlining comprehensive admission standards and criteria for medical students with disabilities is a significant concern.…”

Section: Dovepressmentioning

confidence: 99%

Acceptance of Students with Physical Disabilities in Medical Schools in Saudi Arabia: Perception, Experience, and Recommendation

Batarfi,

Alraddadi

2024

AMEP

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Physical disability is seen as a burden in many countries, and it has been a challenge to create a healthy environment and a fair living experience for all people with physical disability. For a long time, the number of students accepted to medical school has been limited, and the number of successful experiences for doctors with disabilities is inadequate worldwide. This study aims to investigate the perception of the public, medical educators, and medical students about the acceptance of students with physical disabilities in medical schools in Saudi Arabia. Methods: The study uses two methodological strategies: a quantitative cross-sectional survey and a qualitative interview with a young female doctor with a physical disability to discuss her educational experience and work journey in Saudi Arabia and abroad. The study was conducted at the

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Section: Dovepressmentioning

confidence: 99%

Acceptance of Students with Physical Disabilities in Medical Schools in Saudi Arabia: Perception, Experience, and Recommendation

Batarfi,

Alraddadi

2024

AMEP

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“…Regarding sustainable disability services, the required services that meet the needs of disabled students constitute a major challenge and difficulty for new applicants with disabilities during their education journey (Madhesh, 2023). These challenges might affect the QoL for disabled students.…”

Section: Literature Review Disability Services Physical Selfesteem An...mentioning

confidence: 99%

Evaluating the Role of University Disability Service Support, Family Support, and Friends’ Support in Predicting the Quality of Life among Disabled Students in Higher Education: Physical Self-esteem as a Mediator

Aliedan,

Elshaer,

Zayed

et al. 2023

Journal of Disability Research

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This research paper examines the influence of university disability service support, family support, and friends’ support on the quality of life (QoL) experienced by disabled students in higher education, with a particular emphasis on the mediating role of physical self-esteem. By investigating the intricate relationships between these factors, the study aims to provide a comprehensive understanding of the various dynamics that contribute to the well-being of disabled students within academic settings. Employing smart partial least squares structural equation modeling as an advanced statistical technique, including mediation analyses, and collecting data from 368 disabled students, the findings reveal the multifaceted nature of the impact of support networks on QoL. The study underscores the crucial role of physical self-esteem in mediating the effects of university disability service support, family support, and friends support on the well-being of disabled students. These insights shed light on the intricate interplay between these factors, providing a deeper understanding of the mechanisms that underlie their influence. The implications of this research extend to universities, families, friends, and support networks catering to disabled higher education students. Recognizing the significance of physical self-esteem as a mediator emphasizes the importance of fostering positive body image and self-perception among these students. Additionally, this study contributes to the broader discourse on the well-being of disabled individuals within academia, offering insights that can inform strategies and interventions aimed at enhancing their educational experiences and overall QoL.

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“…Consolidation efforts are crucial for policymakers to ensure equality for individuals with disabilities. 10 Each country takes strategic steps based on the number of citizens with disabilities who are part of the vulnerable group in society. In Singapore, the Ministry of Social Affairs and Family Empowerment has adopted the Enabling Masterplan 2030 policy, envisioning Singapore as an inclusive society by 2030.…”

mentioning

confidence: 99%

Higher Education with Disabilities Policy: Ensuring Equality Inclusive Education in Indonesia, Singapore and United States

Wardani Amnesti,

Jundiani,

Zulaichah

et al. 2023

JHCLS

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There are still relatively few people with disabilities who complete their education up to the university level in Indonesia. In contrast, Singapore and the United States are known for their high levels of innovation, especially in promoting equality in education. Three countries—Indonesia, Singapore, and the United States—share a common commitment to realizing the protection of disability rights. This research employs normative legal research methods, utilizing both statutory and comparative approaches. The findings of this study reveal that Singapore's universities have the highest percentage of disability-friendly institutions, with approximately 60% of colleges maintaining specialized Disability Services units. In the United States, only 4.7% of colleges offer Disability Services, while in Indonesia, the figure stands at 1.48%. Substantial, structural, and cultural challenges persist in all three countries when it comes to fulfilling the right to education, particularly concerning funding policies. Each nation needs to cultivate a culture of anti-discrimination in disability education. Notably, Indonesia has yet to implement an inclusive curriculum in higher education. This paper holds significant importance in the context of improving educational services for individuals with disabilities, ultimately contributing to the realization of equality in the education system.

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Universities admission policies (Requirements): Exclusionary or inclusionary for applicants with disabilities

Cited by 4 publications

References 23 publications

Acceptance of Students with Physical Disabilities in Medical Schools in Saudi Arabia: Perception, Experience, and Recommendation

Acceptance of Students with Physical Disabilities in Medical Schools in Saudi Arabia: Perception, Experience, and Recommendation

Evaluating the Role of University Disability Service Support, Family Support, and Friends’ Support in Predicting the Quality of Life among Disabled Students in Higher Education: Physical Self-esteem as a Mediator

Higher Education with Disabilities Policy: Ensuring Equality Inclusive Education in Indonesia, Singapore and United States

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