scholarly journals Creating a Model of Special Educational Settings for Disabled Students in Higher Education

2017 ◽  
Vol 22 (1) ◽  
pp. 34-49 ◽  
Author(s):  
V.V. Rubtsov ◽  
L.G. Vasina ◽  
L.S. Kuravsky ◽  
V.V. Sokolov
Keyword(s):  
Graduate Students ◽  
Students With Disabilities ◽  
Career Guidance ◽  
Visual Impairments ◽  
Project Based Learning ◽  
Educational Settings ◽  
Disabled Students ◽  
Active Involvement ◽  
University Admission ◽  
Applied Computer Science

The authors present their experience of designing a model of special educational settings for students with visual impairments enrolled in bachelor’s programmes in Mathematical Support and Administration of Information Systems and Applied Computer Science. The authors discuss requirements for career guidance, application for university admission, academic and psychological support in students with visual impairments and review the system of employment assistance for graduate students with disabilities. The outcomes of the research indicate that project-based learning, active involvement in research and participation in finding solutions to relevant practical tasks promotes high quality training in disabled students.

scholarly journals Creating Special Educational Environments for Students with Visual Impairments at the Moscow State University of Psychology and Education: Practical Outcomes

2018 ◽  
Vol 23 (2) ◽  
pp. 89-101 ◽  
Author(s):  
L.S. Kuravsky ◽  
L.G. Vasina ◽  
V.V. Sokolov
Keyword(s):  
Students With Disabilities ◽  
Visual Impairments ◽  
Project Based Learning ◽  
State University ◽  
Educational Settings ◽  
High Quality ◽  
Active Involvement ◽  
Educational Environments ◽  
Applied Computer Science ◽  
Moscow State University

The paper describes practical outcomes of implementing a model of special educational settings for students with visual impairments enrolled in bachelor’s programmes in Mathematical Support and Administration of Information Systems and Applied Computer Science. These outcomes suggest that project-based learning, special educational settings, active involvement in research and participation in finding solutions to relevant practical tasks promotes high quality training in students with disabilities.

scholarly journals Accessibility of Higher Education for Students with Disabilities

2017 ◽  
Vol 22 (1) ◽  
pp. 169-180 ◽  
Author(s):  
E.S. Kurbangaleyeva ◽  
D.N. Veretennikov
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Career Guidance ◽  
Participant Observation ◽  
Point Of View ◽  
Governmental Organization ◽  
University Websites ◽  
University Admission ◽  
The Disabled ◽  
Commercial Organization

The Autonomous Non-Commercial Organization “Minority Report” Research Center carried out a complex all-Russian monitoring of accessibility of higher education for students with disabilities in 1/3 of state universities (165 universities in 51 regions). The authors explored the issue from the point of view of organizations offering services in higher education (universities) as well as from the point of view of their customers (disabled students and their parents) and completed the picture with the data obtained through monitoring and participant observation; this enabled the authors to reveal the main problems that students with disabilities experience in getting higher education – in the stages of career guidance, university admission, studying at university and further employment. For instance, the authors point out to the legal restriction ‘one university – one profession’ referring to admission quotas for students with disabilities; problems with getting documents required for university application; low accessibility of educational environment and insufficient supply of special teaching devices; low accessibility of university websites etc. The authors propose the following specific measures for raising the accessibility of higher education for the disabled: introducing changes to legal acts restricting the opportunities of the disabled in higher education; changing the practices in organizations responsible for medical and social assessment in how they provide documents required for university application; expanding the services offered by resource and training centers; introducing a unified standard for university websites in sections referring to disability services, etc. This project was supported by state grant funds, Executive Order of the President of the Russian Federation issued on April 01, 2015 #79-рп, and on the basis of the contest carried out by the All-Russian Non-Governmental Organization «Liga Zdorovya Natsii».

Resilient Factors in Students with Disabilities

2018 ◽  
Vol 5 (2) ◽  
pp. 23 ◽  
Author(s):  
Gustavo Rafael Escobar Delgado ◽  
Anicia Katherine Tarazona Meza ◽  
Andy Einstein García García
Keyword(s):  
Academic Performance ◽  
Students With Disabilities ◽  
Latin American ◽  
Descriptive Study ◽  
The Other ◽  
Disabled Students ◽  
Low Performance ◽  
The Relationship ◽  
Latin American Population

The research analyzes the relationship between factors of resilience and academic performance in disabled students studying at the Technical University of Manabí. It is a correlational descriptive study conducted with a population of 88 disabled students, of which two groups were selected, one with high academic performance and the other with low performance. A questionnaire was designed and applied to determine the level of quality of life and risk factors of adolescents. Resilience was measured with the SV-RES scale created for the Latin American population.

Resilience and Support Networks for University Students with Disabilities

2018 ◽  
Vol 5 (2) ◽  
pp. 164
Author(s):  
María Leonila García Cedeño ◽  
Anicia Katherine Tarazona Meza ◽  
Robert Gonzalo Cedeño Mejía
Keyword(s):  
Social Networks ◽  
University Students ◽  
Students With Disabilities ◽  
Pearson Correlation ◽  
Support Networks ◽  
Pearson Correlation Coefficient ◽  
Structured Interviews ◽  
Disabled Students ◽  
The Social ◽  
Student Resilience

Resilience is a phenomenon that can be studied in catastrophic situations but also in everyday matters such as disability, this being an alternative way of working in the environment that requires the adaptation of the social networks that contain and support people with this condition. The research was conducted at the Technical University of Manabí applied to the population of students with disabilities. The paper presents an analysis of support networks and their relationship with student resilience. The results related to the application of the Saavedra-Villalta test are shown, which allowed to correlate the level of resilience of the sample studied with the support networks. An analysis linked to the interpretation of the Pearson correlation coefficient is presented. The result obtained is presented by applying semi-structured interviews to a sample of 48 disabled students.

A Crisis in Career Development: Life Designing and Implications for Transition

2018 ◽  
Vol 42 (3) ◽  
pp. 179-187 ◽  
Author(s):  
Michael L. Wehmeyer ◽  
Laura Nota ◽  
Salvatore Soresi ◽  
Karrie A. Shogren ◽  
Mary E. Morningstar ◽  
...  
Keyword(s):  
Career Development ◽  
Students With Disabilities ◽  
Career Education ◽  
Career Guidance ◽  
Transition Services ◽  
Work Study ◽  
Development Models ◽  
Economic Forces ◽  
The 1960S ◽  
Life Design

The field of transition—and the Division on Career Development and Transition (DCDT)—was built upon a foundation established by theories of career development that emerged in the 1950s and 1960s and paved the way for the work/study movement of the 1960s and the vocational and career education for students with disabilities movement that dominated the 1970s and, eventually, the transition services movement. Today’s leaders in vocational psychology and career guidance suggest that market and global economic forces associated with a postmodern world have created a crisis in career development models and methods. This article discusses the evolution of how career development has been understood, and the potential importance of a life design framework and its emphasis on career construction, rather than career development, for the future of transition services.

scholarly journals Desafios e perspectivas do estudante com deficiência visual na educação superior: análise da produção científica

2020 ◽  
Vol 24 (esp. 2) ◽  
pp. 1118-1136
Author(s):  
José Aparecido da Costa ◽  
Rosely dos Santos Madruga ◽  
Alexandra Ayach Anache ◽  
Eladio Sebastian-Heredero
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Visual Impairment ◽  
Students With Disabilities ◽  
Visual Impairments ◽  
Educational Assistance ◽  
Higher Education Access ◽  
Education Access ◽  
The Government ◽  
New Policies

The inclusion of students with visual impairments in higher education has still been challenging for managers and teachers to ensure academic success. Despite the investment initiatives by the government, but they are still insufficient in the face of the difficulties of access and permanence of these students. Therefore, the objective of this work is to analyze research on access and permanence with an emphasis on Specialized Educational Assistance for students with visual impairments in the productions of the Special Education Journal of the Federal University of Santa Maria (UFSM) in the period from 2014 to 2019. We used a quantitative-qualitative analysis of the nature of reviewing scientific production in the journal in question, for this we work with the indicators of disability, visual impairment, higher education, access, permanence, specialized educational assistance and their combinations. The search resulted in 519 articles, of which only 39 address inclusion in higher education. 14 were selected for analysis, dealing with visual impairment, higher education, inclusion and permanence. We conclude that the number of visually impaired students in Higher Education has increased by more than 50% (fifty percent), that there is a set of legislation that favors inclusion, but the conditions, whether of resources/technologies or teacher formation, do not yet appear for its effectiveness, according to research. Specialized educational assistance, guaranteed by law, is not yet perceived as materialized. Publications are relevant for the creation of new policies, actions and strategies for the permanence of students with disabilities in higher education and specialized educational assistance according to their specificities, but it still need further study.

scholarly journals Recognizing Ableism in Educational Initiatives: Reading between the Lines

2020 ◽  
Vol 2 (1) ◽  
pp. 84-100
Author(s):  
Maria Timberlake
Keyword(s):  
Students With Disabilities ◽  
Qualitative Inquiry ◽  
Unintended Consequences ◽  
Project Based Learning ◽  
The Body ◽  
Alternate Assessment ◽  
Instructional Materials ◽  
Special Issue ◽  
Disability Theory ◽  
Educational Initiatives

The ubiquity of ableism in education policy requires being increasingly alert to the portrayal of, (including the absence of), disability within educational initiatives. Ableism is a form of oppression, a largely unconscious acceptance of able-bodied norms from the inaccessibility of instructional materials, to assumptions about the body (a healthy body is within one’s control) to the acceptance of segregated settings. In response to the call for this special issue, previous qualitative inquiry into the unintended consequences of three educational reforms were synthesized using critical disability theory.  Seemingly disparate at first glance, all three initiatives, while ostensibly increasing equity, also contained ableism that reinforced stereotypes about student variability and served to further isolate disabled students. One federal (Alternate Assessment), one state (CCSS modules), and one local (project-based learning) policy implementation are included in this theoretical analysis. Reading between the lines means being alert to ableism, and is essential to prevent the historical marginalization of students with disabilities from continuing within contemporary “progress”.

scholarly journals The Difficulties of Adapting the Main Educational Program for University Students with Disabilities Hearing

2017 ◽  
Vol 9 (1) ◽  
pp. 23-37
Author(s):  
A.G. Stanevskiy ◽  
Z.F. Stolyarova
Keyword(s):  
Students With Disabilities ◽  
Normal Level ◽  
Educational Program ◽  
Cognitive Impairments ◽  
Comparative Characteristic ◽  
Universal Method ◽  
Hearing Impairments ◽  
State Technical ◽  
Conceptual Systems ◽  
Disabled Students

The article analyzes in detail various features of how learning process participants interact with each other, as well as classifies possible (observed) impairments of cognitive qualities in students, as compared to the normal level. It also determines and scrutinizes mutual connections between certain impairments, along with their effect on perception during learning. The usage of orientated graphs measuring labour-intensiveness during the acquisition of the main educational program (MEP) provided a comparative characteristic of impaired students’ performance (hearing impairments) as compared to unimpaired ones. The solution that allows for MEP adaptation is presented in the form of courses that accompany every profile discipline, along with special cognitive technologies. The account of minimization or/and compensation of certain cognitive impairments in disabled students, as practiced at Bauman Moscow State Technical University, is given. Generalized goals of accompaniment courses are formulated. The examples are given (based on calculus and geometry courses) of using logical matrixes as a universal method of teaching conceptual systems that involve generic and specific relations. The accompaniment courses are shown to meet the metasubjective requirements. Special requirements for teachers working with hearing impaired students are formulated.

scholarly journals Advocating for LGBTQ+ Students with Disabilities

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
June Gothberg ◽  
LaSonja Roberts ◽  
Mary Ebejer
Keyword(s):  
Education Research ◽  
Social Identity ◽  
Students With Disabilities ◽  
The State ◽  
Evidence Based ◽  
Promising Practices ◽  
Educational Settings ◽  
Youth With Disabilities ◽  
Lgbtq Students ◽  
Adult Roles

Much of education research in recent years has focused on how the bullying and victimization of LGBTQ+ students and youth with disabilities (YWD) can lead to increased challenges and limited opportunities later in life. However, few studies have focused on how bullying and victimization affects students who both have disabilities and identify as LGBTQ+ or on how specific practices could improve both their experiences in school and their success later in life. YWD face the same challenges when it comes to puberty, social identity, and planning for adult roles as their non-disabled peers, but they are more likely to struggle with developing their identity and thinking about their future, particularly if they identify as LGBTQ+, which is why educators and parents must work together to advocate for changes that promote an inclusive, safe, and just environment for all students. In this article, we offer guidance using evidence-based promising practices (EBPPs) to improve educational settings for LGBTQ+ YWD that is informed by our work at the state, local, and classroom levels. Gran parte de las investigaciones en educación en los últimos años se han enfocado en como el acoso y la victimización de los estudiantes LGBTQ+ y estudiantes con discapacidades pueden llevarlos a un aumento de desafíos y menos oportunidades más tarde en sus vidas. Sin embargo, pocas investigaciones se han enfocado en como el acoso y la victimización afecta a los estudiantes con discapacidades o identificados como LGBTQ+ o en como prácticas específicas pueden mejorar sus experiencias escolares y a la vez su éxito en el futuro. Los estudiantes con discapacidades enfrentan los mismo retos que sus compañeros sin discapacidades cuando se trata de la pubertad, identidad social, y en planear para su rol como adultos, pero tienen más dificultad en luchar con el desarrollo de su identidad y en pensar en su futuro, especialmente si se identifican como LGBTQ+, por lo tanto es importante que los docentes y padres de familia trabajen juntos para abogar para cambios que promuevan un ambiente inclusivo, seguro, y justo para todos los estudiantes. En este artículo, ofrecemos consejos utilizando prácticas prometedoras basadas en evidencias para mejorar el ambiente educativo para estudiantes LGBTQ+ con discapacidades que están informadas en nuestro trabajo al nivel estatal, local y de aula.

Project-Based Learning for Students With Intellectual Disabilities

2018 ◽  
pp. 196-221 ◽  
Author(s):  
Vardan Mkrttchian
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Subject Area ◽  
General Education Teachers ◽  
Project Based Learning ◽  
Learning Method ◽  
Disabled Students ◽  
General Education Classroom

With the push to include all students, despite disability, in the general education classroom, general education teachers need to be trained in ways to adequately educate intellectually disabled students alongside their nondisabled peers. Many students with an intellectual disability are capable of learning in an inclusive environment if provided with proper support, such as through instructional methods like project-based learning. Project-based learning actively involves learners in investigating real-world issues and answering related questions. This chapter focuses on how to use the project-based learning method to teach children with intellectual disabilities within the framework of inclusive education, using biology as an example subject area.

Sign in / Sign up

Export Citation Format

Share Document