inclusiveuniversity

[inclusiveuniversity]

Inclusion by design: Embedding inclusive teaching practice into design and preparation of laboratory classes

Introduction

Creation of an inclusive learning environment and provision of individual adjustments are duties of higher education providers. However, laboratory practical teaching is not always inclusive beyond general university requirements. Lab classes can present many barriers to disabled learners. Proactive adjustments embedded into the design and preparation of laboratory classes can make lab-based teaching as inclusive and accessible as possible.

Perspective

The main challenges, difficulties, and barriers experienced by students with disabilities during laboratory classes were identified and analysed. A review of a large number of sources was conducted, and the best available evidence of inclusive practice in science and medicine laboratories (including those already implemented in the Reading School of Pharmacy and Leicester School of Pharmacy) were retrieved, critically appraised, and summarized. Recommendations on embedding inclusive practices into the design and preparation of laboratory classes were developed, including methods for making the following accessible: (1) printed materials, such as handouts, instructions, notes, etc.; (2) video files; and (3) colours. Additionally, the use of a range of pedagogic techniques and assistive technologies in inclusive teaching is discussed.

Implications

We have developed general accessibility guides and provided laboratory teaching staff with examples of good inclusive teaching practice. Active implementation of the inclusive-by-design approach, in contrast to inclusive-on-request, can be beneficial for both learners and teaching staff since inclusion-by-design helps to establish a lasting inclusive culture in teaching laboratories.

[inclusiveuniversity]

Deaf digital learning platforms (DDLPs) and online teaching and learning: Multimodality as lens for understanding deaf student communication practices in higher education

important feature of learning and teaching; distinct modes exert synergistic influences upon other modes, which affects communication practices for both students and faculty. This paper establishes deaf digital learning platforms (DDLPs) and categorizes them under three broad headings: (1) purposes, (2) practices, and (3) characteristics. This paper uses multimodal theory to reveal the nuances of communication practices and tools used by deaf people in digital learning environments in order to clarify the diffuse work represented in the literature. Multimodality illuminates dynamic communication practices and reveals new tools for researchers and practitioners to design and reflect upon pedagogical practice. Deaf technological communications are embedded in larger contexts of, social, political, and educational change; this paper contextualizes multimodal deaf communication as part of the digital paradigm shift effecting higher education, knowledge creation, and pedagogical practices. This paper illustrates how deaf students engage with digital learning and to what ends; however, the primary argument of the paper is to propose a complete reworking of deaf education through multimodal analysis, so that educators can better understand the complex relationships between communication mode, digital higher education, and foundational characteristics of deaf student learning.

Keywords: deaf education, multimodal communication, digital learning, visual pedagogyDeafness, Digital Learning, and Multimodality

[inclusiveuniversity]

Examining Factors that Support Continued Use of Assistive Technology by Postsecondary Students with Disabilities

Students with disabilities are attending postsecondary institutions in growing numbers. As such, disability service providers on campuses are providing more accommodations, including assistive technology (AT). AT can help students with a variety of learning needs; however, many students discontinue use despite the benefits that this technology can provide. To increase our understanding of discontinued use of AT, we collected both quantitative questionnaire data and open-ended written qualitative data. First, we examined three factors theorized to relate to continued use of AT and found that individual factors were more important than the environment or characteristics of the technology itself. Second, we investigated students’ experiences with AT training and determined that the quality of the training experience and not simply attending training, was related to continued use of AT. Furthermore, we provide recommendations for individuals providing training to students. Collectively, the results provide the basis for suggestions concerning support and services offered to students utilizing AT.

Keywords: 

Assistive Technology (AT), Post-Secondary Education, Higher Education, Students with Disabilities, Motivation

[inclusiveuniversity]

Exploring Disabled Students' Service Quality Dimensions: A Case of Malaysian Higher Education Institutions (HEIs)

The aim of this research is to explore the crucial dimensions of service quality experienced by disabled students at Malaysian HEIs. The Malaysian public universities were selected as a research context. This research involved disabled students registered at selected Malaysian public universities. Purposive sampling technique was utilized for selection of the respondents. Face-to-face interview was conducted to gather the data. Thematic technique was performed to analyze the data. Result from the interview indicated that the disabled students were less satisfied with service experience offered by Malaysian public universities. The results also revealed that four dimensions need to give extra attention to improve the quality of disabled students’ service experience at Malaysian HEIs. The service dimensions include physical facilities, access to learning, communication, and empathy. This research will give a positive impact to the university’s management in providing service quality according to the disabled students’ needs.

[inclusiveuniversity]

Autistic Identity Development and Postsecondary Education

As the diagnosis of autism spectrum disorder (ASD) becomes more prevalent in society and an autistic culture develops and moves forward, colleges and universities are in the position of supporting students with similar differences but opposing views about how to address those differences. The autism acceptance movement emphasizes the need for change by educational institutions and society at large, while the medical model perspective seeks to understand cause and believes autistic people need treatment and even need to be cured of autism. This article uses a disability identity development model to explore the potential impact of autism acceptance and medical model perspectives at different stages of development. Postsecondary program elements that emphasize neurodiversity, understanding strengths, and the building of academic strategies for success that support students who are in the process of identity development are recommended.

Keywords:

Autism, Autism Spectrum Disorder, High Functioning Autism Spectrum Disorder, Identity, Higher Education, ASD Culture, Autism Acceptance Movement

[inclusiveuniversity]

College for Students with Learning Disabilities: A School Counselor’s Guide to Fostering Success

College for Students with Learning Disabilities is the high school counselor’s best resource for preparing college-bound students with learning disabilities and related disorders.

Through a comprehensive lens, the book provides an overview of learning disabilities and related issues as they apply to the role of the high school counselor. The 6- to 8-week program outlined in the book provides a step-by-step guide for high school counselors to create and implement the program in their own schools. Each area of the program is explored in detail, covering topics such as college readiness, study skills, self-advocacy, and picking the right school.

Drawing on the lived experience of students with learning disabilities, current research, case studies and more, College for Students with Learning Disabilities advises counselors in a positive way and aims to change the lives of students with learning disabilities by preparing them for college in an effective, concrete way.

[inclusiveuniversity]

Embracing Disorientation in the Disability Studies Classroom

The article explores disorienting encounters within the disability studies classroom as a necessary and generative affective interaction, rather than a distraction from teaching and learning. While these sorts of encounters appear within disability studies scholarship, their impact and import within pedagogy remains under-examined. The argument in the article is that such moments provide an occasion not only to learn about ableism or disability culture but actually to feel something about these things. This analysis of disorientation involves an account of complex encounters that expose ways of knowing and feeling disability typically covered over in everyday life.

[inclusiveuniversity]

Experiences of Postsecondary Students with Physical Disabilities with Online Learning

Over one tenth of students in postsecondary education have a documented disability as defined by the Americans with Disability Act. However, faculty and course designers often lack understanding of these students’ experiences, which leads to insufficient accommodations. The purpose of this basic qualitative study was to explore the experiences of students with physical disabilities (SWD) in online courses. The research was grounded in self-determination theory, which posits 3 basic needs for self-actualization: autonomy, competence, and relatedness. This theory in combination with universal design for learning provided a lens for exploring these experiences. Data collection included 8 interviews with postsecondary students with a physical disability. Data were coded using a combination of value codes and organized thematically. Major findings showed that SWD experience barriers in self-regulation, minimizing of their disabilities, pressure to overachieve, specific knowledge of available resources, isolation, and miscommunication. However, through proper online learning, SWD experience benefits in self-regulation, self-pacing, an increasing sense of confidence and pride, stamina, connection to peers, positive discussions, and advocacy for themselves and others. This research has implications for social change as an evidentiary tool for advocacy when exploring the benefits of taking online courses for SWD and as an awareness tool for teachers and other stakeholders in online education who wish to adapt to best practices.

Keywords:

Disability studies;

Educational technology;

Higher education

[inclusiveuniversity]

Analysis on the Causes and Countermeasures of College Students' Learning Disabilities

This paper takes the learning disabilities of college students as the research object. In view of the common phenomenon of tiredness among Chinese college students, effective prevention methods and means are proposed. Based on in-depth observation and interviews, this paper analyzes the environmental causes of college students' learning disabilities. This paper proposes that prevention of learning disabilities is more important than treatment. The key to the prevention of learning disabilities for college students lies in the efforts and cooperation of schools, teachers, parents and students. Psychological phenomena and specific measures taken in various roles are given.

[inclusiveuniversity]

Counselors and Psychologists Mentoring Gifted Black Males With Disabilities to Foster College and Career Readiness

Despite greater emphasis on college and career readiness in PK-12 education, gifted Black males with disabilities still encounter various barriers in making successful transitions to postsecondary educational opportunities. These barriers include negative educational experiences, deficit ideologies, and limited opportunities for positive identity development, which all, in turn, impact their college and career readiness. Provided these experiences, it is imperative that educational stakeholders, including school counselors and school psychologists, work together to address systemic barriers while utilizing mentorship and peer support to foster positive college and career readiness.

[inclusiveuniversity]

First Year College Students' Perceptions of Learning Disability Programs in California: A Single Case Study

The specific problem was students with a learning disability often do not understand how to utilize the best services offered through college disability programs (Obi, 2015). The purpose of the qualitative single explanatory case study was to explore the first year college students with a learning disability perceptions of disability programs to understand better how students utilized programs in a suburban college in California. The central question was: what are the perceptions of students’ with a learning disability regarding understanding disabled college students programs and services offered to them? The participants were 20 full-time students with a learning disability selected from the population of more than 1,500 potential participants recruited from one suburban college. Data were collected through face-to-face interviews and direct observations with the participants or interviewees. Manual coding was used for data analysis, which was necessary to organize data collected and document patterns. The systematic manual coding tool assisted in developing themes. Four themes emerged: (a) parents influence college students’ use of programs; (b) lack of education and peer-to-peer support modeling; (c) individualized education program (IEP) influence the use of programs; and (d) strategies for promoting personal success can accelerate the use of programs. Recommendations for educational leaders include repeating the study in different geographic locations with larger sample sizes and increase the target population.

Keywords:

Disability studies;

Community college education;

Special education;

Curriculum development

[inclusiveuniversity]

Predicting physical activity in university students with disabilities: The role of social ecological barriers in the theory of planned behaviour

Background

Even though university students with disabilities are less active than their peers without disabilities, there is scarce knowledge on the predictors of physical activity (PA) in this population.

Objectives

To predict PA in Spanish university students with disabilities using the Theory of Planned Behaviour (TPB) and to examine the role of social ecological barriers within this theoretical framework.

Methods

Participants (N = 1079; Mean age = 40.12) for this cross-sectional study were recruited through the disability care services of 55 Spanish universities. The TPB constructs were assessed using a questionnaire. The Spanish short form of the International Physical Activity Questionnaire was used to measure PA and the reduced Spanish version of the Barriers to Physical Activity for People with Mobility Impairments was used to measure social ecological barriers.

Results

Two different models were computed through path analysis. Model 1 included the traditional TPB constructs and model 2 added a social ecological barriers variable. In both models, attitudes (β = 0.152; β = 0.152), subjective norms (β = 0.114; β = 0.115) and self-efficacy (β = 0.657; β = 0.659) each predicted PA intentions. PA intentions (β = 0.118; β = 0.122), self-efficacy (β = 0.225; β = 0.207) and controllability (β = 0.098; β = 0.075) predicted PA. In model 2, social ecological barriers predicted PA (β = 0.099). Regression analyses revealed intrapersonal barriers as a significant predictor of self-efficacy (β = −0.441). Controllability was predicted by intrapersonal barriers (β = −0.265), community barriers (β = −0.100) and organizational barriers (β = −0.095).

Conclusions

Future PA behaviour change interventions should target intentions, self-efficacy and controllability, since they directly predicted PA. These interventions would benefit from considering social ecological barriers to PA.

[inclusiveuniversity]

Hidden walls: STEM course barriers identified by students with disabilities

Historically, non-disabled individuals have viewed disability as a personal deficit requiring change to the disabled individual. However, models have emerged from disability activists and disabled intellectuals that emphasize the role of disabling social structures in preventing or hindering equal access across the ability continuum. We used the social relational proposition, which situates disability within the interaction of impairments and particular social structures, to identify disabling structures in introductory STEM courses. We conducted interviews with nine students who identified with a range of impairments about their experiences in introductory STEM courses. We assembled a diverse research team and analyzed the interviews through phenomenological analysis. Participants reported course barriers that prevented effective engagement with course content. These barriers resulted in challenges with time management as well as feelings of stress and anxiety. We discuss recommendations for supporting students to more effectively engage with introductory STEM courses.

[inclusiveuniversity]

Assessment of Climate Science Knowledge and Perceptions of Deaf and Hard-of-Hearing Students

Curricula related to sustainability and climate science are being integrated into academic science courses and programs. We set out to assess the knowledge of some of these environmental concepts among a group of Deaf/Hard-of-Hearing (D/d/HH) postsecondary students. A survey that attempted to gauge student understanding and perceptions of climate science was developed, administered to D/d/HH and hearing college students, and analyzed. Preliminary results showed that there could be some gaps in related knowledge among the D/d/HH group. Rasch analysis was then used to assess the quality of the survey for the intended outcomes and improved iterations of the survey were developed and further evaluated for use with D/d/HH students. Through this work, we found that it is important to examine the language contained in the designed instrument in order to assess the true understanding of D/d/HH students (and most likely, other English Language Learners). This study could inform the development of interventions and curricular changes for D/d/HH students related to climate science topics.

[inclusiveuniversity]

College Access, Success and Equity for Students on the Autism Spectrum

College may be considered a gateway to success, yet access to college is limited for young adults with autism. Given the research recommendations to elicit student experiences and to communicate among universities to improve college access, success, and equity, the present study examined the questions: What factors are perceived as pathways to success or barriers to success by college students on the autism spectrum? What university provided accommodations and/or support services do they prefer? Participants from four universities completed surveys and semi-structured interviews. Findings from the multi-university study suggest the need to provide transition planning and systematic non-academic social and emotional supports from the start of the college experience as well as specific training for faculty, staff, and peers.

[inclusiveuniversity]

Faculty Perspectives on Developing Strategies to Improve Access in Diverse Postsecondary Classrooms

This article examines faculty perspectives on participation in a faculty learning community (FLC) to increase access and engagement in postsecondary classrooms that have diverse communicative needs (deaf, hard of hearing, and hearing students). Each FLC was led by a pair of experienced faculty with similar fields of training and teaching (one deaf and one hearing). In a safe and structured environment, faculty learn about established strategies for effective access to communication and collaboration in the classroom, identify access challenges in their courses, design pedagogical strategies to address these challenges, and experiment before bringing them to a “live” course. This article summarizes the semester-long experience, discusses the challenges faculty identified in their courses and the strategies they developed to increase student access and inclusion in these courses, and shares faculty perspectives on the training and experience from pre- and post-surveys as well as a group discussion at the end of the term.

[inclusiveuniversity]

The Role of Teachers and their Training in the Development of Post-Secondary Skills in Students with Learning Disabilities

After high school, the outcomes for youth with disabilities fall behind their typically developing peers. Participation in post-secondary education, hourly earnings, and engagement in either education or employment up to six years after high school are all lower than the general population (Cameto et al., 2011). A researcher-developed online survey investigated the preparation of teachers and the current strategies used with students with Specific Learning Disabilities (SLD). The questions focused on the development of skills necessary to meet post-secondary education, employment, and independent living goals.

A directed content analysis did not reveal evidence that teachers are using the evidence-based practices described by the National Technical Assistance Center on Transition. A wide variety of practices were reported.

A significant relation is shown between the amount of transition instruction a teacher reported and the Education Specialist authorizations held. Another significant relation exists between the level of involvement in courses or pull out activities and the Education Specialist credentials held or the current special education program teaching assignment.

This research shows there is a significant difference in the practices of teachers when it comes to students with SLD. These differences may contribute to the decreased post-secondary engagement. There is also a lack of research and evidence-based practices for this population leading teachers to pull from unreliable sources or ignore the need for transition skills.