scholarly journals Higher Education in Persons with Disabilities: Statistical Analysis

2017 ◽  
Vol 22 (1) ◽  
pp. 150-160 ◽  
Author(s):  
E.V. Arzhanykh
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Statistical Data ◽  
Statistical Research ◽  
Educational Organization ◽  
Persons With Disabilities ◽  
Accessible Information ◽  
The Subject ◽  
Teaching Learning ◽  
Statistical Form

The paper presents statistical research data on teaching/learning in individuals with disabilities enrolled in higher education programmes. The analysis is based on the information drawn from a statistical form VPO-1 “Information on educational organization offering bachelor’s, master’s and specialist programmes in higher education”. The following indicators were analysed: the dynamics of the number of students with disabilities studying at universities; distribution of students according to the level of higher education and the type of their disability; distribution of students according to the chosen profession; and the data collected in the Russian regions. The paper concludes that even though the available statistical data do not allow for a full complex exploration into the subject of higher education in students with disabilities, the scope of the accessible information is reasonably wide.

scholarly journals Wheelchair users, access and exclusion in South African higher education

2017 ◽  
Vol 6 ◽  
Author(s):  
Desire Chiwandire ◽  
Louise Vincent
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
South African ◽  
Ad Hoc ◽  
Persons With Disabilities ◽  
Wheelchair Users ◽  
Staff Members ◽  
Leading Role ◽  
South African Universities ◽  
The Right

Background: South Africa’s Constitution guarantees everyone, including persons with disabilities, the right to education. A variety of laws are in place obliging higher education institutions to provide appropriate physical access to education sites for all. In practice, however, many buildings remain inaccessible to people with physical disabilities.Objectives: To describe what measures South African universities are taking to make their built environments more accessible to students with diverse types of disabilities, and to assess the adequacy of such measures.Method: We conducted semi-structured in-depth face-to-face interviews with disability unit staff members (DUSMs) based at 10 different public universities in South Africa.Results: Challenges with promoting higher education accessibility for wheelchair users include the preservation and heritage justification for failing to modify older buildings, ad hoc approaches to creating accessible environments and failure to address access to toilets, libraries and transport facilities for wheelchair users.Conclusion: South African universities are still not places where all students are equally able to integrate socially. DUSMs know what ought to be done to make campuses more accessible and welcoming to students with disabilities and should be empowered to play a leading role in sensitising non-disabled members of universities, to create greater awareness of, and appreciation for, the multiple ways in which wheelchair user students continue to be excluded from full participation in university life. South African universities need to adopt a systemic approach to inclusion, which fosters an understanding of inclusion as a fundamental right rather than as a luxury.

scholarly journals Kebijakan Perguruan Tinggi Negeri Yogyakarta Terhadap Penyandang Disabilitas

1970 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Akhmad Soleh
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Learning Process ◽  
Public Universities ◽  
University Education ◽  
Equal Access ◽  
State University ◽  
Research Findings ◽  
Physical Limitations ◽  
Teaching Learning

This study discusses the accessibility of university education in the four public universities in Yogyakarta; Indonesian Arts Institute (ISI), University of Gajah Mada (UGM),Yogyakarta State University (UNY), and State Islamic University (UIN) Sunan Kalijaga. Upto now, the disability groups have not got an equal access and the opportunity in a higher education. There are only a few students with disabilities that are accepted in Universities in Indonesia, because of physical limitations that would interfere the teaching-learning process in their classrooms. The research findings showed that the education systems in the UGM, Yogyakarta State University, and the ISI have a system of “integration”, while at UIN has led to the inclusion system, that is “accommodative” and has the ability to service for persons with disabilities.Penelitian ini membahas tentang aksesibilitas pendidikan di perguruan tinggi di empat perguruan tinggi negeri di Yogyakarta; yaitu Institut Seni Indonesia (ISI), Universitas Gajah Mada (UGM), Universitas Negeri Yogyakarta (UNY), an Universitas Islam Negeri (UIN) Sunan Kalijaga. Sampai saat, kelompok masyarakat yang menyandang disabilitas masih belum memperoleh persamaan dan kesempatan dalam mengakses pada pendidikan tinggi. Hanya sedikit mahasiswa penyandang disabilitas yang diterima pada Perguruan tinggi di Indonesia, karena keterbatasan fisik yang akan mengganggu proses belajar-mengajar di kelasnya. Hasil penelitian menunjukkan baha pendidikan di UGM, UNY, dan ISI memiliki sistem “integrasi”,sedangkan di UIN telah memiliki sistem inklusi, yang “akomodatif”, dan mampu memberi layanan mahasiswa penyandang disabilitas.

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.

Education of students with disabilities in higher education

2019 ◽  
Author(s):  
Екатерина Михальчи ◽  
Ekaterina Mihal'chi
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Programs ◽  
Educational Process ◽  
Educational Institutions ◽  
Technical Equipment ◽  
Persons With Disabilities ◽  
Education Of Students ◽  
Reference Form

The manual in a brief reference form includes such aspects of the implementation of higher inclusive education as pedagogical conditions for teaching students with disabilities, technical equipment of the educational process and the regulatory framework of inclusive education, the creation of adapted educational programs of higher education for persons with disabilities and the development of adaptation courses. The manual can be recommended to teachers, staff and administration of higher educational institutions of different profiles, assistants, psychologists, employees of centers of inclusive education and used in conducting briefings on work in inclusive groups.

scholarly journals Accessibility of Microsoft Teams and Moodle Services for the Implementation of E-Learning for Students with Disabilities in Institutions of Higher Education in Ukraine

2021 ◽  
pp. 33-42
Author(s):  
Oksana Khomik ◽  
Nataliia Bielikova ◽  
Svitlana Indyka ◽  
Oksana Kovalchuk ◽  
Viktor Halan-Vlashchuk
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Physical Education ◽  
Students With Disabilities ◽  
Psychological Adaptation ◽  
Educational Process ◽  
Institutions Of Higher Education ◽  
Persons With Disabilities ◽  
Adaptive Physical Education ◽  
E Learning

The current study investigates the ways to increase accessibility to higher education for students with disabilities. The importance of implementation e-learning for such students as one of the preconditions for effective social and psychological adaptation and further successful integration of persons with disabilities into society is emphasized. A survey of students with disabilities was conducted to identify their needs in educational process. The main difficulties that they overcome in the process of education in institutions of higher education are identified. The main peculiarities and advantages of the distance learning course «Adaptive Physical Education» are described created in the Moodle system. The differences and benefits of Microsoft Teams over the Moodle platform in the process of e-learning for students with disabilities are described. The process of organizing of «Adaptive Physical Education» distance learning course for students with disabilities on the Microsoft Teams platform and the purpose of implementation it in the institution of higher education are emphasized.

scholarly journals THE ROLE OF THE TEACHER IN THE APPLICATION OF INCLUSIVE TEACHING OF THE SUBJECT NATURE AND SOCIETY IN REGULAR CLASSES

2020 ◽  
pp. 169
Author(s):  
Ljiljana Mitić ◽  
Ana Drobac
Keyword(s):  
Students With Disabilities ◽  
Education For All ◽  
Access To Education ◽  
The Subject ◽  
Inclusive Teaching ◽  
Teaching Learning ◽  
The Right ◽  
Nature And Society ◽  
Regular Classes

The main aim of this paper is to point out the specifics of teachers' work in teaching the subject Nature and Society, using different forms of teaching, learning and assessment, which ensure equal access to education for all children in accordance with developmental and personal educational affinities, and age. The paper focuses on a teachers' need for education, expertise, knowledge and the skills necessary for inclusive teaching of the subject Nature and Society in regular classes with students with disabilities. The importance of the teachers' role in the teaching process with students with disabilities has been emphasized, in relation to their integration and inclusion into normal life. The success of an education system is reflected in attracting, and choosing the right candidates, capable people for work in the classroom, which contributes to greater and better student achievement.

scholarly journals Pursuing Inclusive Higher Education in Egypt and Beyond through the Convention on the Rights of Persons with Disabilities

2018 ◽  
Vol 6 (4) ◽  
pp. 230-240
Author(s):  
Janet E. Lord ◽  
Michael Ashley Stein
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Field Work ◽  
Academic Programs ◽  
Public Higher Education ◽  
Persons With Disabilities ◽  
The Individual ◽  
Education Courses

Inclusive higher education is elusive for students with disabilities, especially in developing countries. The adoption and rapid ratification of the Convention on the Rights of Persons with Disabilities (CRPD) provides, if applied as its drafters intended, a “whole of institution” framework for its realization (CRPD Committee, 2016). Myriad legal, attitudinal, physical, and communication-based barriers limit or exclude participation. The individual impact of such discrimination is clear and carries lifelong consequences. Equally endemic are the broad societal and pedagogical effects of this exclusion. To illustrate: preventing persons with disabilities from Teacher Education courses impacts inclusive education in primary and secondary education; barring people with disabilities from academic programs in the sciences stifles innovation in assistive technology, health, and rehabilitation; and limiting access to studying the humanities hampers the emergence of disability studies as a rightful discipline. This article presents a framework for inclusive higher education in developing countries as contemplated by the CRPD. In doing so, we draw on field work conducting the first assessment of the accessibility of Egyptian public higher education to students with disabilities. We outline lessons that can be learned and pitfalls to be avoided both in Egypt and indeed for other countries in the Global South.

scholarly journals Políticas de educación superior en países del Cono Sur

2015 ◽  
Vol 63 (3Sup) ◽  
pp. 33-40
Author(s):  
Pamela Tejeda-Cerda ◽  
Aleida Fernández-Moreno
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Southern Cone ◽  
Educación Superior ◽  
Institutional Policies ◽  
Persons With Disabilities ◽  
La Plata ◽  
Educacion Superior ◽  
Santiago De Chile ◽  
The University

<p><strong>Resumen</strong></p><p><strong>Antecedentes.</strong></p><p>Para esta investigación se revisaron, como antecedentes, las políticas educativas nacionales de los países del Cono Sur y posteriormente se compararon las políticas institucionales de la Universidad Nacional de La Plata (Argentina), la Universidad de Santiago de Chile (Chile) y la Universidad de La República (Uruguay).</p><p><strong>Objetivo.</strong></p><p>Caracterizar e interpretar las políticas de educación superior en Argentina, Chile y Uruguay, determinando factores que promueven o restringen una educación universitaria inclusiva para los estudiantes con discapacidad.</p><p><strong>Materiales y métodos.</strong></p><p>Estudio cualitativo a partir de fuentes documentales. Desde una perspectiva comparada, se exploraron las leyes nacionales y las normativas universitarias que nutrieron las categorías y matrices para el análisis político de la información.</p><p><strong>Resultados.</strong></p><p>Se encontraron diferentes enfoques políticos: Argentina con una postura de enfoque de derechos, Chile desde un enfoque biomédico y diferencial, y Uruguay con un enfoque social de la discapacidad.</p><p><strong>Conclusiones.</strong></p><p>Argentina lidera en la carrera para lograr una política de educación superior inclusiva; tanto en Chile como Uruguay hay cambios en sus políticas institucionales, sin embargo aún presentan limitaciones; en Chile los procesos de acceso están restringidos por altos costos y dificultades de financiamiento.</p><p>La desigualdad social y económica en Latinoamérica afecta particularmente a los estudiantes con discapacidad. Si bien existe un marco jurídico que resguarda la educación, las realidades de los países del Cono Sur difieren en los procesos de acceso, permanencia y egreso de estos estudiantes.</p><p><strong>Palabras claves: </strong>Personas con discapacidad; Educación superior; Políticas públicas (DeCS).</p><p> </p><p><strong>Summary</strong></p><p><strong>Background</strong></p><p>National education policies of the Southern Cone countries were reviewed as a background for this research. Later on, institutional policies of the National University of La Plata (Argentina), the University of Santiago de Chile (Chile), and the University of the Republic (Uruguay) were compared.</p><p><strong>Objective</strong></p><p>To typify and construe the policies of higher education by assessing factors that promote or restrict an inclusive higher education for students with disabilities in Argentina, Chile and Uruguay.</p><p><strong>Materials and methods</strong></p><p>This is a qualitative study based on documentary sources. From a comparative perspective, national laws and university regulations which nurtured the categories and matrices for political analysis of information were explored.</p><p><strong>Results</strong></p><p>Different political approaches emerged: a stance on rights by Argentina, a biomedical and differentiated approach by Chile, and a social approach to disability by Uruguay.</p><p><strong>Conclusions</strong></p><p>Argentina leads the way for a policy of inclusive higher education. In both, Chile and Uruguay, there are changes in their institutional policies, however, they still show limitations. Access processes in Chile are constrained because of high costs and financing difficulties.</p><p>Students with disabilities are particularly affected by social and economic inequality in Latin America. Although there is a legal framework that protects education, realities of the Southern Cone countries differ in the processes of access, retention and graduation of these students.</p><p><strong>Keywords:</strong> Disabled Persons; Persons with disabilities; Higher education; Public policy</p>

scholarly journals Jogos digitais como estratégia de ensino-aprendizagem no ensino superior. A construção e aplicação do jogo “Renascença” na disciplina de literatura

Obra digital ◽  
2016 ◽  
pp. 69-83
Author(s):  
Romero Araújo de Medeiros ◽  
Raniella Lima ◽  
Denise Silva ◽  
Luis Paulo Mercado
Keyword(s):  
Higher Education ◽  
Teaching Strategy ◽  
Digital Games ◽  
Specific Content ◽  
Bachelor Of Arts ◽  
Academic Settings ◽  
The Subject ◽  
Teaching Learning ◽  
Literature Class ◽  
Positive Results

O presente estudo apresenta uma proposta de estratégia didática baseada na aprendizagem com jogos digitais, buscando acrescentar ao ensino superior uma metodologia ativa, em que o aluno também atue no processo de ensino-aprendizagem. Nessa perspectiva é indispensável o uso de TIC´s como recurso para proporcionar aulas mais dinâmicas e interativas. O objetivo dessa prática com jogos é que o aluno possa, além de aprender o conteúdo específico da aula, desenvolver competências e habilidades úteis no ambiente extra-acadêmico. Outro aspecto importante na utilização dos jogos digitais é o envolvimento e o prazer que o aluno sente ao jogar, aprendendo de forma oblíqua, sem se preocupar necessariamente com um conteúdo. Essa aula de Literatura do curso de Letras, realizada com um jogo criado pela equipe intitulada Jogo Renascença, trouxe um resultado positivo, pois os alunos mostraram interesse, empolgação e também aprendizagem em relação ao assunto trabalhado. Abstract Digital games as a strategy for learning. Designing the game "Renascença" for the subject of literature This study proposes a teaching strategy based on learning with digital games, to provide an active method for higher education, in which students are also involved in the teaching-learning process. From this perspective, ICTs should be used as a resource to make classes more dynamic and interactive. The purpose of games practice is that the student can develop competencies and useful skills for non-academic settings, in addition to learning the specific content of the lesson. Another important aspect in the use of digital games is students’ involvement and pleasure in playing, learning obliquely, without necessarily worrying about content. This literature class for the Bachelor of Arts degree course, which is taught using a game entitled “Renascença”, created by the team, had positive results, because the students were interested, excited and successfully learnt the contents. Keywords: Higher education, digital games, active methodology , interaction, learning.

The Inclusion of Persons With Disabilities in Engineering Education and Careers

2021 ◽  
pp. 249-270
Author(s):  
Yvette E. Pearson ◽  
Quincy G. Alexander
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Students With Disabilities ◽  
Americans With Disabilities Act ◽  
Stem Fields ◽  
Persons With Disabilities ◽  
Unemployment Rates ◽  
The Us ◽  
And Mathematics ◽  
Equity And Inclusion

The Americans with Disabilities Act (ADA) and other laws have made strides towards equity and inclusion for persons with disabilities in the US. Despite this, challenges persist both in higher education and the workforce, particularly in science, technology, engineering, and mathematics (STEM) fields. While students with disabilities indicate interest in and intent to major in STEM disciplines at the same rate as their peers without disabilities, they are not retained through graduation at the same rates, and thus remain underrepresented among STEM graduates and professionals. Those who do complete STEM degrees experience higher unemployment rates and lower average salaries than their colleagues without disabilities. For engineering innovations to optimally serve society, the engineering profession must be representative of society. And this must go beyond counting the numbers; inclusion of diverse perspectives is a must. This chapter shares challenges, opportunities, and strategies for inclusion of persons with disabilities in engineering education and practice.

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