Barriers to Inclusive Higher Education in Thailand: Voices of Blind Students

Autor/in	Bualar, Theeraphong
Titel	Barriers to Inclusive Higher Education in Thailand: Voices of Blind Students
Quelle	In: Asia Pacific Education Review, 19 (2018) 4, S.469-477 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-017-9512-7
Schlagwörter	Higher Education; Disabilities; Living Standards; Inclusion; Educational Practices; Blindness; Educational Policy; Academic Achievement; Foreign Countries; Barriers; Student Attitudes; Physical Environment; Teacher Student Relationship; Active Learning; Intervention; Access to Education; Correlation; College Students; Thailand + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Handicap; Behinderung; Lebensstandard; Inklusion; Bildungspraxis; Blindheit; Politics of education; Bildungspolitik; Schulleistung; Ausland; Schülerverhalten; Natürliche Umwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Aktives Lernen; Education; Access; Bildung; Zugang; Bildungszugang; Korrelation; Collegestudent
Abstract	Higher education for disabled people is an important factor that can improve their living standards in the long run but, in Thailand, little is known about the interplay between inclusive higher education practices and disabled students. This article, therefore, sets forth a qualitative method for investigating barriers that affect the inclusive higher education participation of blind students. Findings drawn from face-to-face interviews with 12 blind students clearly indicate that unfriendly physical environments on campus, lecturers' inaccurate understanding of inclusive education, and inclusive higher education policy inconsistencies limit their active learning opportunities. The author recommends that senior university administrators introduce sharply tailored interventions to adopt universal design concepts, appropriate academic adjustments, and campus-wide inclusive practices that contribute to supporting the educational achievement of blind students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01