1,656
Views
23
CrossRef citations to date
0
Altmetric
Research Article

Spanish faculty members speak out: Barriers and aids for students with disabilities at university

ORCID Icon & ORCID Icon
Pages 159-178 | Received 07 Jun 2019, Accepted 23 Jan 2020, Published online: 17 Feb 2020

References

  • Agarwal, N., B. A. Calbo, and V. Kumar. 2014. “Paving the Road to Success: A Students with Disabilities Organization in a University Setting.” College Student Journal 48 (1): 34–44. Retrieved from https://bit.ly/2VF6ZU7.
  • Ambati, N. R., and H. Ambati. 2013. “Paradigm Shift in German Disability Policy and Its Impact on Students with Disabilities in Higher Education.” International Journal of Social Science & Interdisciplinary Research 2 (4): 22–42. Retrieved from https://bit.ly/2V3mSis.
  • American Psychiatric Association. 2013. DSM-5. Diagnostic and Statistical Manual of Mental Disorders. Arlington: American Psychiatric Publishing.
  • Babic, M. M., and M. Dowling. 2015. “Social Support, the Presence of Barriers and Ideas for the Future from Students with Disabilities in the Higher Education System in Croatia.” Disability & Society 30 (4): 614–629. doi:10.1080/09687599.2015.1037949.
  • Barrie, A. I. 2013. “Access, Opportunity, and Career: Supporting the Aspirations of Dis/Abled Students with High-End Needs in New Zealand.” International Journal of Inclusive Education 17 (10): 1040–1052. doi:10.1080/13603116.2012.728634.
  • Ben-Naim, S., R. Laslo-Roth, M. Einav, H. Biran, and M. Margalit. 2017. “Academic Self-Efficacy, Sense of Coherence, Hope and Tiredness among College Students with Learning Disabilities.” European Journal of Special Needs Education 32 (1): 18–34. doi:10.1080/08856257.2016.1254973.
  • Bunbury, S. 2018. “Disability in Higher Education – Do Reasonable Adjustments Contribute to an Inclusive Curriculum?” International Journal of Inclusive Education 0 (0): 1–16. 2018.1503347 doi:10.1080/136031.
  • Burgstahler, S. 2013. “Introduction to Universal Design in Higher Education.” In Universal Design in Higher Education, edited by Shery Burgstahler, 9–11. Seattle, WA: University of Washington; DO-IT. Retrieved from www.uw.edu/doit/UDHE-promising-practices/part1.html.
  • Carballo, R., A. Cotán, and Y. Spínola. 2019. “An Inclusive Pedagogy in Arts and Humanities University Classrooms: What Faculty Members Do.” Art y Humanities in Higher Education 0 (0): 1–21. doi:10.1177/1474022219884281.
  • Carballo, R., B. Morgado, and M. D. Cortés-Vega. 2019. “Transforming Faculty Conceptions of Disability and Inclusive Education through a Training Programme.” International Journal of Inclusive Education, 0(0): 1–17. doi:10.1080/13603116.2019.1579874.
  • CAST. 2018. “Universal design for learning guidelines version 2.2.”. Wakefield, MA. Retrieved from http://udlguidelines.cast.org.
  • Collins, A., F. Azmat, and R. Rentschler. 2019. “Bringing Everyone on the Same Journey: Revisiting Inclusion in Higher Education.” Studies in Higher Education 44 (8): 1475–1487. doi:10.1080/03075079.2018.1450852.
  • Cook, L., P. D. Rumrill, and M. Tankersley. 2009. “Priorities and Understanding of Faculty Members Regarding College Students with Disabilities.” International Journal of Teaching and Learning in Higher Education 21 (1): 84–96. Retrieved from http://www.isetl.org/ijtlhe/pdf/IJTLHE567.pdf.
  • Couzens, D., S. Poed, M. Kataoka, A. Brandon, J. Hartley, and D. Keen. 2015. “Support for Students with Hidden Disabilities in Universities: A Case Study.” International Journal of Disability, Development and Education 62 (1): 24–41. doi:10.1080/1034912X.2014.984592.
  • Cunnah, W. 2015. “Disabled Students: Identity, Inclusion and Work- Based Placements.” Disability & Society 30 (2): 213–226. doi:10.1080/09687599.2014.996282.
  • Davies, P. L., C. L. Schelly, and C. L. Spooner. 2013. “Measuring the Effectiveness of Universal Design for Learning Intervention in Postsecondary Education.” Journal of Postsecondary Education and Disability 26 (3): 5–37. Retrieved from https://files.eric.ed.gov/fulltext/EJ1026883.pdf.
  • Fundación Universia. 2018. University and Disability. IV Study on the Degree of Inclusion of the Spanish University System with Respect to the Reality of Disability” [Universidad y Discapacidad. IV Estudio sobre el grado de inclusión del sistema universitario español respecto de la realidad de la discapacidad]. Madrid: CERMI. Retrieved from http://xurl.es/31170.
  • Gallagher, D., D. J. Connor and Ferri, F. (2014) “Beyond the far too incessant schism: special education and the social model of disability”, International Journal of Inclusive Education, 18 (11): 1120–1142. doi:10.1080/13603116.2013.87559
  • Garrison-Wade, D. F. 2012. “Listening to Their Voices: Factors That Inhibit or Enhance Postsecondary Outcomes for Students’ with Disabilities.” International Journal of Special Education 27 (2): 113–125. Retrieved from https://files.eric.ed.gov/fulltext/EJ982866.pdf.
  • Getzel, E. E. 2008. “Addressing the Persistence and Retention of Students with Disabilities in Higher Education: Incorporating Key Strategies and Supports on Campus.” Exceptionality 16 (4): 207–219. Retrieved from https://eric.ed.gov/?id=EJ815817. doi:10.1080/09362830802412216.
  • Grimes, Susan, Erica Southgate, Jill Scevak, and Rachel Buchanan. 2019. “University Student Perspectives on Institutional Non-Disclosure of Disability and Learning Challenges: Reasons for Staying Invisible.” International Journal of Inclusive Education 23 (6): 639–655. doi:10.1080/13603116.2018.1442507.
  • Gutiérrez-Rodríguez, F. 2019. “Inclusive Education and the European Higher Education Area: A Legal-Constitucional Perspective” [Educación inclusiva y espacio europeo de educación superior: una perspectiva jurídico-constitucional].” In Are We Moving towards More Inclusive Universities? [¿Avanzamos hacia universidades más inclusivas?], edited by Carmen Márquez, 17–44. Madrid: Dykinson.
  • Hong, B. S. S. 2015. “Qualitative Analysis of the Barriers College Students with Disabilities Experience in Higher Education.” Journal of College Student Development 56 (3): 209–226. doi:10.1353/csd.2015.0032.
  • Järkestig, B. U., D. Rowan, E. E. Bergbäcke, and B. B. Blomberg. 2016. “Disabled Students’ Experiences of Higher Education in Sweden, the Czech Republic, and the United States – a Comparative Institutional Analysis.” Disability & Society 31 (3): 339–356. doi:10.1080/09687599.2016.1174103.
  • Kendall, L. 2016. “Higher Education and Disability: Exploring Student Experiences.” Cogent Education 3 (1): 1–22. doi:10.1080/2331186X.2016.1256142.
  • Lane, L. 2017. Am I Being Heard? ‘the ‘Voice of’ Students with Disability in Higher Education: A Literature Review. Gotebord: Högskolepedagogisk skriftserie.
  • Langørgen, E., and E. Magnus. 2018. “We Are Just Ordinary People Working Hard to Reach Our Goals! Disabled Students’ Participation in Norwegian Higher Education.” Disability & Society 33 (4): 598–617. doi:10.1080/09687599.2018.1436041.
  • Larkin, H., C. Nihill, and M. Devlin. 2014. “Inclusive Practices in Academia and beyond.” In The Future of Learning and Teaching in Next Generation Learning Spaces, edited by Malcom Tight, 147–171. Bingley, UK: Emerald Group Publishing Limited.
  • Lipka, O., A. Forkosh Baruch, and Y. Meer. 2019. “Academic Support Model for Post-Secondary School Students with Learning Disabilities: Student and Instructor Perceptions.” International Journal of Inclusive Education 23 (2): 142–157. doi:10.1080/13603116.2018.1427151.
  • Lombardi, A., C. Murray, and J. Kowitt. 2016. “Social Support and Academic Success for College Students with Disabilities: Do Relationship Types Matter?” Journal of Vocational Rehabilitation 44 (1): 1–13. doi:10.3233/JVR-150776.
  • Lourens, H., and L. Swartz. 2019. “Every Now and Then You Slip up and Then You Are in Trouble: The Responsibility on Students with Visual Impairments to Access Reasonable Accommodations in South Africa.” International Journal of Disability, Development and Education 0(0): 1–16. doi:10.1080/1034912X.2019.1587152.
  • Love, T. S., N. Kresier, E. Camargo, M. Grubbs, E. J. Kin, P. L. Burge, and S. M. Culver. 2015. “STEM Faculty Experiences with Students with Disabilities at a Land Grant Institution.” Journal of Education and Training Studies 3 (1): 27–38. doi:10.11114/jets.v3i1.573.
  • MacLeod, A., J. Allan, A. Lewis, and C. Robertson. 2018. “Here I Come Again: The Cost of Success for Higher Education Students Diagnosed with Autism.” International Journal of Inclusive Education 22 (6): 683–697. doi:10.1080/13603116.
  • Martins, M. E., M. L. Borges, and T. Gonçalves. 2018. “Attitudes towards Inclusion in Higher Education in a Portuguese University.” International Journal of Inclusive Education 22 (5): 527–542. doi:10.1080/13603116.2017.1377299.
  • Miles, M. B., A. M. Huberman, and J. Saldaña. 2014. Qualitative Data Analysis. 3th ed. Thousand Oaks, CA: Sage Publications.
  • Moriña, A. 2019a. “The Keys to Learning for University Students with Disabilities: Motivation, Emotion and Faculty-Student Relationships.” PLoS ONE 14 (5): e0215249. doi:10.1371/journal.pone.0215249.
  • Moriña, A. 2019b. “Learning from Experience: Training for Faculty Members on Disability.” Perspectives: Policy and Practice in Higher Education 23 (2–3): 86–92. doi:10.1080/13603108.2018.1534759.
  • Moriña, A., and V. H. Perera. 2018. “Inclusive Higher Education in Spain: Students with Disabilities Speak out.” Journal of Hispanic Higher Education 0 (0): 1–17. doi:10.1177/1538192718777360.
  • Mullins, L., and M. Preyde. 2013. “The Lived Experience of Students with an Invisible Disability at a Canadian University.” Disability & Society 28 (2): 147–160. doi:10.1080/09687599.2012.752127.
  • O'Byrne, Ciara, Caroline Jagoe, and Margaret Lawler. 2019. “Experiences of Dyslexia and the Transition to University: A Case Study of Five Students at Different Stages of Study.” Higher Education Research & Development 38 (5): 1031–1045. doi:10.1080/07294360.2019.1602595.
  • Oliver, M. 1988. “The Social and Political Context of Educational Policy: The Case of Special Needs.” In The Politics of Special Educational Needs, edited by L. Barton, 13–31. London: Falmer Press.
  • Osborne, T. 2019. “Not Lazy, Not Faking: Teaching and Learning Experiences of University Students with Disabilities.” Disability & Society 34 (2): 228–252. doi:10.1080/09687599.2018.1515724.
  • Redpath, J., P. Kearney, P. Nicholl, M. Mulvenna, J. Wallace, and S. Martin. 2013. “A Qualitative Study of the Lived Experiences of Disabled Posttransition Students in Higher Education Institutions in Northern Ireland.” Studies in Higher Education 38 (9): 1334–1350. doi:10.1080/03075079.2011.622746.
  • Sakiz, H., and M. Saricali. 2018. “Including Students with Visual Difficulty within Higher Education: Necessary Steps.” Exceptionality 26 (4): 266–282. doi:10.1080/09362835.2017.1283627.
  • Stein, K. F. 2014. “Experiences of College Students with Psychological Disabilities: The Impact of Perceptions of Faculty Characteristics on Academic Achievement.” International Journal of Teaching and Learning in Higher Education 26 (1): 55–65. Retrieved from https://files.eric.ed.gov/fulltext/EJ1043011.pdf.
  • Strnadová, Iva, Vanda Hájková, and Lea Květoňová. 2015. “Voices of University Students with Disabilities: Inclusive Education on the Tertiary Level – a Reality or a Distant Dream?” International Journal of Inclusive Education 19 (10): 1080–1095. doi:10.1080/13603116.2015.1037868.
  • Vlachou, A., and I. Papananou. 2018. “Experiences and Perspectives of Greek Higher Education Students with Disabilities.” Educational Research 60 (2): 206–221. doi:10.1080/00131881.2018.1453752.
  • Waitoller, F. R., and K. A. K. Thorius. 2016. “Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability.” Harvard Educational Review 86 (3): 366–389. doi:10.17763/1943-5045-86.3.366.
  • Yusof, Y., C. Chan, A. Hillaluddin, F. Ahmad, and Z. Saad. 2019. “Improving Inclusion of Students with Disabilities in Malaysian Higher Education.” Disability & Society doi:10.1080/09687599.2019.1667304.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.