scholarly journals Developing Inclusive Technical Capital beyond the Disabled Students’ Allowance in England

2015 ◽  
Vol 3 (6) ◽  
pp. 29-41 ◽  
Author(s):  
Simon Hayhoe ◽  
Kris Roger ◽  
Sebastiaan Eldritch-Böersen ◽  
Linda Kelland
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Study Skills ◽  
Social Inclusion ◽  
Assistive Technologies ◽  
Mobile Technologies ◽  
London School ◽  
Disabled Students ◽  
Early Results ◽  
The Disabled

The Disabled Students Allowance (DSA) is a government grant for students aged 18 years and over in English Higher Education. Amongst other things, this grant supports the provision of traditional assistive technologies. In April 2014, the UK’s Minister for Universities, Science and Cities proposed cuts to the DSA. Although a later announcement delayed these cuts until the academic year 2016−2017, a number of universities are already preparing alternative means to support disabled students. In this article, it is argued that cuts to the DSA will potentially reduce the cultural and technical capitals of students with disabilities and lessen social inclusion in Higher Education. In particular, less support will potentially lead to a reduction in the development of study skills. As a counter weight, this article proposes a new model of inclusive technical capital. This model originates in Bourdieu’s theory of cultural capital and habitus. The proposed model supports the use of native apps and settings in ubiquitous mainstream mobile technologies. It also espouses the use of m-learning for the passive inclusion of students with disabilities. This article also presents the early results of a project on the use of mobile technologies at the London School of Economics and Canterbury Christ Church University. This project found that students with disabilities and their lecturers already used mobile technologies alongside or instead of customized traditional assistive technologies. The project also found that students preferred not to attend, or found it difficult to attend, separate study skills courses using mobile technologies. However, they were more likely to access m-learning tutorial materials on Learning Management Systems. The study concludes that mobile technologies have the potential to develop a number of study skills that are at risk after cuts to the DSA. However, their use in this regard needs further research and support from universities.

scholarly journals Szemléleti akadálymentesség a felsőoktatásban

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Beatrix Séllei
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Equal Opportunity ◽  
Emotional Competencies ◽  
Disabled Students ◽  
University Of Technology ◽  
The Social ◽  
Special Part ◽  
The Disabled ◽  
Short And Long Term

A hátrányos helyzetű csoportok, mint a fogyatékkal élő emberek, jelenleg alulreprezentáltak a felsőoktatásban, ami egy önrontó körként tovább csökkenti az elvben egyenlő esélyeiket a boldog és sikeres élethez. Háttér és célkitűzések: A felsőoktatásban az esélyegyenlőséget fizikai és környezeti oldalról is vizsgálhatjuk, melyből jelen kutatás a környezetre fókuszál, ezen belül is a társas környezetre. A hallgatótársak fogyatékossággal és egyes fogyatékos hallgatótársakkal kapcsolatos attitűdje nagy szerepet játszhat abban, hogy mind rövid-, mind hosszútávon a felsőoktatás elérhetőbb legyen a fogyatékos fiatalok számára is. A célunk, hogy megvizsgáljuk a különféle fogyatékossággal kapcsolatos attitűdöt, és ezzel kapcsolatban álló személyes jellemzőket, mint a demográfiai különbségek, a tapasztalat szerepe vagy az érzelmi kompetenciák. Módszer: Kérdőíves kutatással felmértük a Budapesti Műszaki- és Gazdaságtudományi Egyetem hallgatóinak fogyatékossággal kapcsolatos attitűdjét (n=400) az ATDP-skálával (YUKER és mts-ai, 1970), valamint Bogardus-féle rangsorolással és az ezt meghatározó lehetséges háttérváltozókat saját kérdésekkel, illetve az EQ-i (BAR-ON, 2004) alkalmazásával. Eredmények: A különböző fogyatékossági csoportok elfogadottsága egyértelműen eltérő, s ez a sorrend egy új trendre utal a fogyatékossággal kapcsolatos gondolkodásmódban, mely elveti a korábbi, láthatóság alapján történő attitűd kialakítást. Következtetések: A fogyatékos hallgatók felsőoktatási integrációjának növeléséhez fontos figyelembe venni, hogy az ép és a fogyatékkal élő hallgatók közösen konstruálhatnak egy inkluzív teret. Ahhoz, hogy ez akadálymentes legyen, szükség van az interakciók számának növelésére és az érzelmi képességek fejlesztésére is.***Attitude Towards Disability In Higher EducationThe disadvantaged groups, like people with disabilities are nowadays underrepresented in higher education. This can be a basis of a negative spiral, and can reduce the in theory equal opportunity of these people for a happy and successful life.Background and aims: We can examine the equality of higher education from physical and environmental approach. This study focuses on a special part of it, on the social context. The attitude of students towards disability and disabled students can have an influence on short- and long term on the accessibility of higher education for students with disabilities. Our aim is to examine the attitude towards different kinds of disabilities and the related personal attributes.Methods: We made some surveys with the students of the Budapest University of Technology and Economics (n=400) with a questionnaire. We focused on their attitude towards disability by the help of ATDP (YUKER et al., 1970) and Bogardus ranking, and some background variables moderating this view, with our own questions and by the help of EQ-i (BAR-ON, 2004).Results: The acceptance of different kinds of disability is significantly variant. This shows us a new trend in the attitude. The view of disability is no more based on its visibility. Discussion: When we talk about equality and inclusion in higher education we’ve to take it into consideration that the average and the disabled students can build an inclusive space and community together. To make this unobstructed there is a need for more interactions and development of emotional competencies. 

Regulatory mechanisms for ensuring accessibility, individualization and inclusion of vocational education for the disabled and people with disabilities in rural areas of Russia

2020 ◽  
pp. 19-30
Author(s):  
V. G. Novikov ◽  
E. A. Gridasova ◽  
Yu. A. Kulikova ◽  
S. A. Gorokhov
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Agricultural Education ◽  
Rural Areas ◽  
People With Disabilities ◽  
Legal Regulation ◽  
Rural Residents ◽  
Persons With Disabilities ◽  
The Disabled

The article deals with the issues of legal regulation of ensuring accessibility of higher education for the disabled and people with disabilities. The relevance of obtaining agricultural education in the Russian Federation, which should be as close as possible to the main consumer — the rural population, is emphasized. The openness of agricultural education to the needs of rural residents will help reduce migration fl ows and preserve young people in rural areas. Attention is drawn to the fact that obtaining agricultural education is possible and accessible not only for people without disabilities, but also for people with disabilities. The advantage of providing higher agricultural education to this category of rural residents is that they are not aimed at migration, they live permanently and for a long time in a certain territory. The review of the current legal acts regulating the issues of accessibility and training in higher education organizations for persons with disabilities and persons with disabilities is presented. The article analyzes current trends in the legal fi eld of inclusive education. The article considers the concept and legal status of disabled people and students with disabilities, the concept of inclusive education and the requirement for its implementation at all levels, including higher education.

scholarly journals Gender inequality and disabled inclusivity in accounting higher education and the accounting profession during financial crises

2017 ◽  
Vol 31 (5) ◽  
pp. 335-347 ◽  
Author(s):  
Suman Lodh ◽  
Monomita Nandy
Keyword(s):  
Higher Education ◽  
Financial Crisis ◽  
Gender Inequality ◽  
Financial Crises ◽  
Wage Gap ◽  
Accounting Profession ◽  
Disabled Students ◽  
Accounting Professionals ◽  
The Disabled ◽  
And Gender

In this article, the authors find that, during financial crises, the wage gap between female and male accounting professionals declines and gender inequality in higher education is affected. In addition, less support and lower wages for disabled accounting professionals demotivate disabled students in accounting higher education. Because of budget cuts during financial crises, universities limit their support to women and the disabled. The authors consider 104 universities from the database of the United Kingdom’s Higher Education Statistics Agency for 2005–2011. Their theoretical and empirical findings establish that there was a growth in female students and a decline in disabled accounting students during the recent financial crisis. The established link between the higher education and the accounting profession enriches the accounting literature and may help policymakers to identifying better ways of enhancing equality and the inclusion of disabled students in accounting higher education to address inequality and non-inclusivity in the profession, especially during periods of financial crisis.

scholarly journals Inclusive educational process at the university: Theoretical and experimental model of teachers' psychological readiness

2021 ◽  
Vol 23 (3) ◽  
pp. 156-182
Author(s):  
V. Z. Kantor ◽  
Yu. L. Proekt
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Practice ◽  
People With Disabilities ◽  
Educational Process ◽  
Integrative Model ◽  
Teaching Staff ◽  
Disabled Students ◽  
University Teachers

Introduction. The institutionalisation of inclusion in higher education determines new requirements for university teachers, what is also found in the field of psychological readiness for the implementation of the educational process with the participation of students with disabilities. Aim. The present research was aimed to develop theoretical framework and experimental verification of the model of psychological readiness of academic teaching staff for the implementation of an inclusive educational process. Methodology and research methods. Methodologically, the research was based on the idea that the true implementation of inclusive higher education is conditioned by the formation of an inclusive culture of university teachers, which serves as the foundation for the implementation of inclusive practices and policies and one of the immanent attributes of which is psychological readiness to implement the educational process with the participation of disabled students. In the diagnostic and methodological terms, the current study relied on the authors' questionnaire containing the blocks of questions built using a 5-point Likert scale and characterising the severity of the various components of such readiness among university teachers in relation to working with disabled students of diverse nosological groups. The survey results were analysed qualitatively and quantitatively using the Cronbach Alpha coefficient, Shapiro-Wilk, Kolmogorov-Smirnov, Mann-Whitney tests, and the median test applying the Pearson test. To check the consistency of the proposed theoretical model of the psychological readiness of university teachers to implement an inclusive educational process, structural equation modelling (or SEM - the method of asymptotically non-parametric assessment) was employed. For statistical calculations, the program IBM SPSS Statistics ver.23 and the AMOS module were used. Results. The integrative model of the psychological readiness of faculty for the implementation of an inclusive educational process has been theoretically substantiated and experimentally confirmed. This model includes a motivational-value component (the acceptance of the values of an inclusive culture, beliefs and attitudes of the teacher regarding inclusive education), an affective component (the emotional acceptance of the situation of inclusive education and its subjects) and an operational component (the teacher's assessment of own skills in using the tools of inclusive education). In the presented model, the teacher's methodical preparedness for teaching students with disabilities acts as a cognitive component, and the resulting component is the implementation of inclusive practice based on the willingness and ability to interact with students with disabilities. It was found that, to the greatest extent, university teachers have formed a motivational readiness to implement inclusive education, but they experience a deficit of operational skills, when working with students with disabilities. At the same time, the level of psychological readiness to implement an inclusive educational process significantly differs depending on the subject specialisation of teachers and the presence / absence of previous experience of interaction with people with disabilities. Scientific novelty. The model of the psychological readiness of teachers for the implementation of inclusive education in Russia was developed and empirically confirmed. Practical significance. The findings of this research highlight the significance of the stages of the formation of university teachers' psychological readiness for inclusive education. The following stages are determined: from providing basic methodological readiness in the framework of professional development through the creation of internal conditions for readiness for inclusive education, examining the experiences and psychological difficulties in interacting with people with disabilities, and, finally, to accompanying the actual inclusive teaching practice.

scholarly journals Contemporary Social Theory as a Tool to Understand the Experiences of Disabled Students in Higher Education

2018 ◽  
Vol 6 (4) ◽  
pp. 107-115
Author(s):  
Jonathan Harvey
Keyword(s):  
Higher Education ◽  
Social Theory ◽  
Jacques Derrida ◽  
Disabled People ◽  
Deleuze And Guattari ◽  
Disabled Students ◽  
Making Sense ◽  
The Everyday ◽  
The Disabled ◽  
Contemporary Social Theory

This is a conceptual article which seeks to consider the use of contemporary social theory to help understand the experience of disabled students in higher education. The use of social theoretical insights has been criticised by many as demonstrating a lack of engagement with the everyday experiences of disabled people. Work which strives to embed theoretical insights into the study of disability has also been criticised for lacking engagement with the ‘reality’ of impairment. In this article I intend to address some of these criticisms by suggesting some ways in which the use of contemporary social theory may provide an explanatory tool which disentangles confusion regarding the journey undertaken by the disabled student. I will discuss how the writings of several social theorists may be helpful in making sense of disabled student journeys. I will begin by discussing why the work of Jacques Derrida can be useful in this regard. These writings will be considered alongside a debate which draws on the writings of Michel Foucault on the use of power in contemporary higher education institutions. I will critically discuss the theoretical insights of Deleuze and Guattari and their offerings on the notion of ‘becoming’. I will then critically interrogate the work of Rosi Braidotti and apply these to a re-imagining of the disabled student journey. The writings of these important theorists have been used before to explore the experiences of disabled people. However, this article is unique in that it proposes that these writings can be used to demystify the experiences of disabled students in higher education. I suggest some ways the work of Derrida, Foucault, Deleuze and Guattari and Braidotti enable a greater understanding of my personal student journey. I suggest that they could be used to make sense of a far wider range of student journeys. I conclude the article by offering a model which utilises some important aspects of these theoretical insights.

scholarly journals INCLUSIVE HIGHER EDUCATION: SOCIO-PSYCHOLOGICAL WELL-BEING OF STUDENTS

2019 ◽  
Vol 21 (2) ◽  
pp. 51-73 ◽  
Author(s):  
V. Z. Kantor ◽  
Yu. L. Proekt
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Quantitative Methods ◽  
Social Space ◽  
Well Being ◽  
Educational Process ◽  
Educational Work ◽  
Disabled Students ◽  
Psychological Well Being

Introduction. Nowadays, substantial intensification of inclusive processes in educational system (especially in higher education) identifies the need for thorough research of psycho-pedagogical foundations for the development of inclusive education culture.The aimof this research was to identify and compare the levels and factors of social-psychological well-being of healthy students, students with disabilities and students of inclusive groups.Methodology and research methods. At the methodological level, the research was based on the proposition that inclusive education assumes the formation and support of such an integrative socio-psychological space, in which neither students with disabilities nor healthy students feel anxiety in the course of interaction in the classroom or out-of-class situation. As the main methodological tool,a specially designed questionnaire was used for fixing the socio-emographic characteristics of the respondents, as well as for clarifying the problematic experiences of students and their attitudes to using social support resources, for identifying the characteristics of students’ assessments of the conditions of higher education, their satisfaction and involvement in student life and attitudes towards inclusive education. The received results of monitoring were processed by means of the following qualitative and quantitative methods of the analysis: the content analysis; the analysis of percentage with the use of the Pearson’s chi-squared test (χ2); comparative analysis with the use of Student’s t-test; the median test and one-factorial dispersive analysis; correlation and factorial types of the analysis. The statistical software packages Statistica 7.0 were employed for the calculation of the results.Results and scientific novelty. The authors clarified the patterns of formation of the barrier-free socio-psychological environment of the university, which implements the concept of inclusive education. It was established that there are no global differences in the parameters of socio-psychological well-being between students with disabilities and students without disabilities. This determines the favourable social and psychological prerequisites for development of inclusive higher education. Belonging to the same socio-typological and age group and the same leading activity cause the similar experience (e.g. similar problems and difficulties) of both groups of students. The type of disabling health condition, i.e. a disabled student with the defined particular nosological group determines only the specifics of the difficulties, which might be faced in higher school. The conclusion was drawn that successful inclusion of students with disabilities in educational process and social space of university contributes to positive students’ perception of the high school environment.Practical significance. The research outcomes might be used to define the content, directions and forms of work to support students in the conditions of inclusive education. Thus, it is recommended to further develop the system of inclusive education through the following actions: to optimise social conditions of disabled students; to hold rehabilitational and psychological training sessions focused on communication; to organise educational work in order to raise students’ awareness of special technical means of inclusive education; to involve inner circle of people (parents, friends, fellow students) close to disabled students in the process of socio-psychological support. 

scholarly journals Roadblock on the Way of Disabled Students in the Higher Education

2021 ◽  
Vol 9 (2) ◽  
pp. 97-102
Author(s):  
Aditi Pandey
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Institution ◽  
Educational Institutions ◽  
Equal Rights ◽  
Disabled Students ◽  
Persons With Disabilities ◽  
Locomotor Disability ◽  
Legal Provisions ◽  
The Disabled

The development of any nation depends on its citizens. Every citizen has their contribution to the development of a nation even the disabled person. They also have an equal rights to get a higher education. Higher education increases the chance of employability, thus, affirming dignified life for persons with disabilities. As per Census 2011, in India, out of the 121 Cr population, about 2.68 Cr persons are ‘disabled’ which is 2.21% of the total population. But it has been seen that very few of these people reach higher education. According to census 2011, 61% of the disabled children aged 5-19 years are attending an educational institution, 12% attended educational institutions earlier while 27% never attended educational institutions. That makes the author think and ask about how our higher education institutions are accessible for disabled students. How inclusive are our higher education institutions? In the light of the above-mentioned problems the present paper has discussed the education of children with special needs in higher education specifically with respect to visual impairment, hearing impairement, locomotor disability, and speech-related impairment. The discussion starts with what all kind of legal provisions and reservations which are there for them in higher education and how many are utilized and used by them. What all things are there in the new education policy for them specifically in higher education, whether their needs have been realized in detail or it has been just touched superficially and at the end, few suggestions related to all these issues have been discussed.

TEACHER READINESS FOR DISTANCE EDUCATION OF DISABLED STUDENTS

2018 ◽  
Vol 28 (3) ◽  
pp. 1011-1014
Author(s):  
Zulfiya Movkebayeva ◽  
Itska Derijan ◽  
Dana Khamitova ◽  
Assem Akhmetova
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Students With Disabilities ◽  
Necessary Conditions ◽  
Disabled Persons ◽  
Disabled Students ◽  
Factors Affecting ◽  
Personal Attitude ◽  
The Republic

The article describes the teacher’s readiness for distance learning of students with disabilities in higher education institutions of the Republic of Kazakhstan. The article defines the leading principles of distance education and formulates the problems of managing this process. The authors have conducted a research including questionnaires and interviews with teachers of universities that provide educational activities to disabled students. Resulting data are analyzed, factors affecting the formation of teachers personal attitude to distance education students with disabilities are elicited. The authors revealed a positive attitude of teachers towards the education of disabled students, it is noted that they have a positive motivation in providing all necessary conditions for effective education of this category of students. Teachers are interested in obtaining the necessary knowledge on the organization of distance education for students with disabilities and increasing their own professional qualifications. However, the results of this survey have identified the lack of teacher’s understanding of the characteristics of the psychophysical development of disabled persons, ignorance of the perception specifics of students with hearing and visual disabilities, insufficient understanding of psychological features (fatigue, attention and perception, the visual thinking prevalence, etc.). Teachers of higher educational institutions had difficulty in determining the form of presentation of lecture material, the selection of pedagogical techniques and means of organizing and monitoring the performance of independent practical work. The teachers had some difficulties with the adaptation of educational materials in accessible forms for students with impaired vision and hearing, the materials should be specific and accessible for their understanding. There were particular difficulties in explaining by teachers of abstract concepts and theoretical positions. Based on the identified difficulties in the implementation of distance learning for disabled students describes the possible risks inherent in inclusive higher education. The necessary conditions for organizing the process of distance education for disabled students are highlighted, it should increase readiness of teachers to work with students with disabilities.

Using Information and Communication Technologies to Address Inequities in Education for Learners With Disabilities in Higher Education

2021 ◽  
pp. 224-237
Author(s):  
Vannie Naidoo
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Information And Communication Technologies ◽  
Learning Experiences ◽  
Communication Technologies ◽  
University Student ◽  
Disabled Students ◽  
Information And Communication ◽  
Normal University

Higher education is a place where students are given the opportunity to explore their academic talents that would one day assist in the development of their future careers. Many disabled students also seek higher education as a way to improve their lives and develop themselves so that they can become productive members of society. However, the plight of learners with disabilities is different to that of the normal university student. In many instances, literature has shown that learners with disabilities are often marginalized within higher education. They are not treated as other students or they are not availed the proper services and equipment to make their learning experiences better. Often, due to budget cutbacks in higher education, the students with disabilities are the ones who suffer the most.

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