scholarly journals A US model for inclusion of disabled students in higher education settings: The social model of disability and Universal Design

2013 ◽  
Vol 14 (3) ◽  
pp. 62-86 ◽  
Author(s):  
Heather Mole
Keyword(s):  
Higher Education ◽  
Universal Design ◽  
Social Model ◽  
Disabled Students ◽  
Social Model Of Disability ◽  
The Social

scholarly journals Inclusive, multi-partner co-creation for the teaching of special educational needs and disabilities in higher education

2021 ◽  
pp. 25-40
Author(s):  
Emma Wright ◽  
◽  
Rosi Smith ◽  
Melissa Vernon ◽  
Robyn Wall ◽  
...  
Keyword(s):  
Higher Education ◽  
Qualitative Data ◽  
Social Model ◽  
Special Educational Needs ◽  
Joint Research ◽  
Undergraduate Level ◽  
Social Model Of Disability ◽  
The Social ◽  
Joint Research Project ◽  
Market Benefits

Co-creation of curriculum content is a growing priority across Higher Education and, while many projects stress the market benefits to institutions and students, this research instead focussed on promoting inclusion, social justice and anti-oppressive practice, with theoretical underpinnings in the social model of disability. This joint research project between staff and students at De Montfort University (DMU), Leicester, led to the co-creation of a Level 6 SEND module on the BA Education Studies programme. The co-designed research explores how the experiences of neurodivergent people, those with SEND, their families and practitioners, can inform teaching practices and module specifications at undergraduate level in Education Studies. Qualitative data, collected via questionnaires, focus groups and interviews with students, parents, practitioners and academics, revealed rich, diverse perspectives on the knowledge and understanding that future educators need, as well as the most inclusive methods for teaching and assessing that knowledge. The practice-based implications of the research included co-creation of a Level 6 SEND module which recognises value in ‘non-professional’ voices and embeds anti-oppressive practice in its design, delivery and assessment.

scholarly journals Accessibility and inclusion in health professions education : perceptions and experiences of disabled college students

2015 ◽  
Author(s):  
◽  
Giulianne Krug
Keyword(s):  
College Students ◽  
Health Professions ◽  
The United States ◽  
Health Professions Education ◽  
Social Model ◽  
Underrepresented Minority ◽  
Structured Interviews ◽  
Disabled Students ◽  
Social Model Of Disability ◽  
The Social

The number of disabled students enrolling in college is steadily increasing in the United States (U.S.). At the same time, there is a trend in this country of efforts to increase diversity and inclusion in postsecondary institutions. As an underrepresented minority in these efforts, disabled students, many of whom aspire to careers in the health professions, have not persisted in college to the degree of their non-disabled counterparts. There is a paucity of research seeking to understand the experiences and perceptions of disabled college students, with particularly limited efforts notable in the U.S. as compared to other countries worldwide. Studies specific to disabled health professions students as a cohort are nonexistent to date. Central University (CU) is a large, research very-high institution in the Midwest with several health professions programs within the College of Health Professions (CHP). Approximately 7% of students enrolled in the CHP are registered with the Office of Disability Services (ODS), consistent with the proportion of disabled students across campus. The director of the ODS at CU identified accessibility and inclusion as a specific concern in health professions education, both at CU and nationally. This research is a direct response to that concern. In effort to hear the collective voices of disabled students in the CU CHP, a qualitative case study was conducted using a series of 3 extensive semi-structured interviews. Additionally, participants were encouraged to take photographs representative of their experiences of access and inclusion within the school. Nine participants completed all three interviews and one participant completed one. Consistent with enrollment in the CHP overall, 7 (70%) participants were enrolled in the non-professional health sciences program and 3 (30%) were enrolled in professional programs within the school. Consistent with students registered with the ODS at CU, 9 students had invisible disabilities (90%) and 1 had a visible disability (10%). The social model of disability, which identifies societal structure as the problem which serves to disable individuals as opposed to the impairment, was used as a lens through which the data was analyzed and interpreted. While all participants were able to identify specific faculty, staff members, and peers who treated them with respect and inclusion, a significant number of experiences represented in the interview and photographic data were either suggestive of or overtly revealed experiences and perceptions of marginalization and exclusion. Several students reflected upon the experience of entering the ODS building and feeling instantly set apart; once registered, informing instructors of their accommodation status further served to separate participants from their peers and often resulted in a negative response from the faculty member. Student experiences of inclusion and acceptance often varied dependent upon others' ability to see and understand the disability; invisibility or misapprehending of disability often resulted in outright denial of reasonable accommodations. Further, consequences of disability disclosure resulted in both subtle and overt discouragement from pursuing admission to CHP programs on several occasions. Overall, disabled students in the CHP voiced concerns with faculty, staff, and peer attitudes and behaviors that served to marginalize them and prevent full and equal engagement in their education as their non-disabled peers. The implications of this research are significant and far-reaching. Disability service offices on the CU campus and beyond operate on the medical model of disability; the results of this study suggest the social model of disability as an appropriate lens through which to examine the disability policies on which campus disability offices establish criteria and procedures for supporting disabled students. Further, and perhaps more importantly, replication of this research across disciplines and institutions would serve to inform and perhaps perpetuate policy change in this country. Exploration of faculty, staff, and clinical preceptor understanding about disability policy, educational rights of disabled students, and inclusive educational practices would serve to identify specific areas of education needed to enhance the educational experiences of disabled college students. Specific to the health professions, exploration of admissions processes to identify potentially discriminative admission practices and inform new, more inclusive practices would be an important step to creating equal educational opportunity.

Anger and Thirst for Change Among Students With Disabilities in Higher Education

2021 ◽  
pp. 268-290
Author(s):  
Frederic Fovet
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Social Model ◽  
Social Model Of Disability ◽  
Post Secondary ◽  
The Social ◽  
Design For Learning ◽  
K 12 ◽  
Radical Transformation

The K-12 sector has sought to develop inclusive provisions for over two decades, but post-secondary education has not shifted as rapidly towards the inclusion of students with disabilities. Inclusion still mostly amounts to retrofitting and the provision of accommodations. This leads to a degree of stigmatization, and rarely leads to a genuine metamorphosis of the higher education classroom, or the transformation of pedagogy. The result is a tangible tension between the expectations of students with disabilities and institutional culture. The chapter examines the power of the current discourse of students with disabilities and their thirst for change. It then seeks to explore how this discourse can be translated into action, and more particularly how the social model of disability can be integrated into higher education. Universal design for learning appears as a promising framework to translate this activism into tangible change. The chapter develops this reflection beyond pedagogy itself and considers how a framework such as UDL can support a radical transformation of leadership.

scholarly journals Taking Universal Design Back to Its Roots: Perspectives on Accessibility and Identity in Undergraduate Mathematics

2019 ◽  
Vol 10 (1) ◽  
pp. 12 ◽  
Author(s):  
Juuso Nieminen ◽  
Henri Valtteri Pesonen
Keyword(s):  
Universal Design ◽  
Course Design ◽  
Universal Design For Learning ◽  
Social Model ◽  
Future Research ◽  
Undergraduate Mathematics ◽  
Disabled Students ◽  
Social Model Of Disability ◽  
Inclusive Learning ◽  
Design For Learning

Universal Design has been promoted to address the diversity of learners in higher education. However, rarely have Universal Design implementations been evaluated by listening to the voices of disabled students. For this study, we investigated the perceptions of three disabled students who took part in an undergraduate mathematics course designed with the principles of Universal Design for Learning and Assessment. The study consists of two parts. First, we observed the experiences students had in relation to the accessibility of the course design. The second part consisted of a further analysis of the students identifying processes to understand how they talked about their learning disabilities during the course. Our results highlight many opportunities and challenges that the course offered to the students, whilst also raising concerns about how the students excluded themselves from their student cohort in their identifying narratives. Based on our results, we argue that Universal Design should be returned to its roots by connecting it with the social model of disability. We call for future research to learn from our mistakes and consider the identifying processes of the students while designing, and hopefully co-designing, inclusive learning environments in mathematics.

Significance of the Application of Universal Design in Mosque Buildings in Malaysia

2015 ◽  
Vol 747 ◽  
pp. 72-75
Author(s):  
Mahsa Dabbagh Niya ◽  
Nangkula Utaberta ◽  
Suhardi Maulan
Keyword(s):  
Built Environment ◽  
Universal Design ◽  
Social Model ◽  
World Health ◽  
Developed Country ◽  
Daily Lives ◽  
Social Model Of Disability ◽  
The Social ◽  
Muslim People ◽  
Health Organization

<span>As a key national target, Malaysia has been trying to become a sustainable and developed country by 2020. In this way, social sustainability, one of the three pillars of sustainable development involves participation of all people and communities as well as their enjoyment of equal human rights. Based on World Health Organization (WHO), one billion disabled people with impairments live in the world. However, the social model of disability proposes that much more people are disabled due to environmental barriers. In this regard, the universal design concept has been implemented as a notion through which built environment is required to service all people with different range of abilities. Mosque buildings are the main religious spot for Muslim people and their most important community center that play a significant role in their daily lives. Accordingly, application of universal design in this built environment is crucial to cater wider range of users. Reviewing the relevant literatures, this article proposes the significance of the application of universal design as an exigency in mosque design process.</span>

A Scoping Review of Behavior Change Interventions to Decrease Health Care Disparities for Patients With Disabilities in a Primary Care Setting: Can Social Marketing Play a Role?

2021 ◽  
Vol 27 (1) ◽  
pp. 48-63
Author(s):  
Angela Makris ◽  
Mahmooda Khaliq ◽  
Elizabeth Perkins
Keyword(s):  
Primary Care ◽  
Health Care ◽  
Behavior Change ◽  
Social Marketing ◽  
Health Care Disparities ◽  
Social Model ◽  
Care Providers ◽  
Social Model Of Disability ◽  
Behavior Change Interventions ◽  
The Social

Background: One in four Americans have a disability but remain an overlooked minority population at risk for health care disparities. Adults with disabilities can be high users of primary care but often face unmet needs and poor-quality care. Providers lack training, knowledge and have biased practices and behaviors toward people with disabilities (PWD); which ultimately undermines their quality of care. Focus of the Article: The aim is to identify behavior change interventions for decreasing health care disparities for people with disabilities in a healthcare setting, determine whether those interventions used key features of social marketing and identify gaps in research and practice. Research Question: To what extent has the social marketing framework been used to improve health care for PWD by influencing the behavior of health care providers in a primary health care setting? Program Design/Approach: Scoping Review. Importance to the Social Marketing Field: Social marketing has a long and robust history in health education and public health promotion, yet limited work has been done in the disabilities sector. The social marketing framework encompasses the appropriate features to aligned with the core principles of the social model of disability, which espouses that the barriers for PWD lie within society and not within the individual. Incorporating elements of the social model of disability into the social marketing framework could foster a better understanding of the separation of impairment and disability in the healthcare sector and open a new area of research for the field. Results: Four articles were found that target primary care providers. Overall, the studies aimed to increase knowledge, mostly for clinically practices and processes, not clinical behavior change. None were designed to capture if initial knowledge gains led to changes in behavior toward PWD. Recommendations: The lack of published research provides an opportunity to investigate both the applicability and efficacy of social marketing in reducing health care disparities for PWD in a primary care setting. Integrating the social model of disability into the social marketing framework may be an avenue to inform future interventions aimed to increase health equity and inclusiveness through behavior change interventions at a systems level.

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