Academic Accommodations for University Students Living with Disability and the Potential of Universal Design to Address Their Needs

Autor/inn/en	Edwards, Miriam; Poed, Shiralee; Al-Nawab, Hadeel; Penna, Olivia
Titel	Academic Accommodations for University Students Living with Disability and the Potential of Universal Design to Address Their Needs
Quelle	In: Higher Education: The International Journal of Higher Education Research, 84 (2022) 4, S.779-799 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Edwards, Miriam) ORCID (Poed, Shiralee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-021-00800-w
Schlagwörter	Academic Accommodations (Disabilities); Students with Disabilities; Access to Education; Undergraduate Students; Student Surveys; Student Attitudes; Identification; Student Adjustment; Student Experience; Inclusion; Teaching Methods; COVID-19; Pandemics; Futures (of Society); Barriers; Teacher Aides; Student Needs; Peer Relationship; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Schülerbefragung; Schülerverhalten; Identifikation; Identifizierung; Adjustment; Adaptation; Studienerfahrung; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Future; Society; Zukunft; Handreichung; Lehrerhilfe; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This paper reports on a faculty-wide investigation into the experiences of students requiring academic accommodations due to disability. Underpinned by the social model of disability and acceptance that universal design benefits the entire community, this study was conducted at a leading Australian university. A mixed methods approach was used to examine each of the three standard accommodations available: assignment extension, special consideration, and academic adjustment plans. Students living with disability were able to self-identify and to share their experiences relating to these procedures. As a result, data from 493 student survey responses and 9 subsequent follow-on interviews were analysed. At the same time, 10 disability support staff were asked about barriers and enablers faced by students. It was found that most students requiring assistance due to disability, identified as having a 'hidden' disability (learning, cognition or psychiatric conditions). It was also found that accommodations most often related to assessment. While students were most satisfied with academic adjustment plans developed with the support staff, self-perceived notions of stigma associated with disability negatively impacted upon interactions with peers and teaching staff. This study contributes to an emerging body of literature which considers the potential impact universal design might have on the student experience. It is argued that findings are particularly relevant as educators re-imagine university learning and teaching for a post-COVID world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01