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Academic accommodations for university students living with disability and the potential of universal design to address their needs

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...

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Autores principales: Edwards, Miriam, Poed, Shiralee, Al-Nawab, Hadeel, Penna, Olivia
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8776367/
https://www.ncbi.nlm.nih.gov/pubmed/35079174
http://dx.doi.org/10.1007/s10734-021-00800-w
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author Edwards, Miriam
Poed, Shiralee
Al-Nawab, Hadeel
Penna, Olivia
author_facet Edwards, Miriam
Poed, Shiralee
Al-Nawab, Hadeel
Penna, Olivia
author_sort Edwards, Miriam
collection PubMed
description 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.
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spelling pubmed-87763672022-01-21 Academic accommodations for university students living with disability and the potential of universal design to address their needs Edwards, Miriam Poed, Shiralee Al-Nawab, Hadeel Penna, Olivia High Educ (Dordr) Article 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. Springer Netherlands 2022-01-21 2022 /pmc/articles/PMC8776367/ /pubmed/35079174 http://dx.doi.org/10.1007/s10734-021-00800-w Text en © The Author(s), under exclusive licence to Springer Nature B.V. 2021 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Article
Edwards, Miriam
Poed, Shiralee
Al-Nawab, Hadeel
Penna, Olivia
Academic accommodations for university students living with disability and the potential of universal design to address their needs
title Academic accommodations for university students living with disability and the potential of universal design to address their needs
title_full Academic accommodations for university students living with disability and the potential of universal design to address their needs
title_fullStr Academic accommodations for university students living with disability and the potential of universal design to address their needs
title_full_unstemmed Academic accommodations for university students living with disability and the potential of universal design to address their needs
title_short Academic accommodations for university students living with disability and the potential of universal design to address their needs
title_sort academic accommodations for university students living with disability and the potential of universal design to address their needs
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8776367/
https://www.ncbi.nlm.nih.gov/pubmed/35079174
http://dx.doi.org/10.1007/s10734-021-00800-w
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