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THE IMPACT OF DISTANCE EDUCATION FOR STUDENTS WITH
DISABILITIES IN HETIBERIO FELIZ MURIAS (UNED)
MARIA-CARMEN RICOY (VIGO UNIVERSITY)
SPAIN
7,432
7,432
1. The Context: Students with Disabilities and Higher Education
2. Students with Disabilities in Higher Education
3. Problems of Students with Disabilities in Higher Education
4. Reasons to use Distance Education
5. Strategies for inclusion
Index
THE CONTEXT: STUDENTS WITH DISABILITIES AND HIGHER EDUCATION• United Nations Convention on the Rights of
Persons with Disabilities (UN-CRPD, 2006)
• Eurostat (2011)• “Difficulty in basic activities” 14.00%
• “Limitation in work caused by a health condition or difficulty in a basic activity” 10.95%
• One in six people in the European Union (EU) has a disability
• The rate of poverty is 70 % higher than the average
DISABILITY STRATEGY 2010-2020
• Accessibility
• Participation
• Equality
• Employment
• Education and training
• Social protection
• Health
• External Action
MODELS OF DISABILITIES
• "individual and social responsibility as opposed to professional help and medical responsibility" (Seale, 2013, p. 23)
• Students’ statements as:
• Being disabled is not being special.
• Disability is not a public matter.
• Doing disclose does not even result in action.
• Inconsistency and variations in provision of support.
• Implications for technology use and access.
RESEARCHES & CONCEPTS• DePoy and Gilson (2014): vanity
• IDEAL Project: Distance education offers educational opportunities for disabled students
• Seale (op. cit.) talked about the voices and silences
• Absence of stakeholders and students
• The role of training and universal design
• Researchers and campaigners
• Digital capital (Seale, Georgeson, Mamas, and Swain, 2015)
• Universal design (Burgstahler, 2012) to every type and level of learning
STUDENTS WITH DISABILITIES IN HIGHER EDUCATION• Most early leavers (age group 18-24) are people
with disability
• People with disability have lower tertiary educational attainment (age group 30-34)
• Young people neither in employment nor in education and training are more much in People with disability
• Participation in education and training is lower in people with disability
STUDENTS WITH DISABILITIES IN HIGHER EDUCATION (2)• Erickson and Larwin (2016)
• Better in short degrees (for instance, associates)
• Private schools for bachelors
• Distance universities are the largest providers of higher education for people with disabilities
• Specific services to promote, receive, orient, and support students with disabilities
• OU of UK has a Disability Resources Team that supports all the strategy for inclusion
• UNED: UNIDIS www.uned.es/unidis
PROBLEMS OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION
• Seale et al. (2015) discovered that students with disabilities in higher education knew and used technologies but sometimes these resources were not totally effective or disabled students were not drawing on all available resources.
• Ocampo (2012) analyses the inclusion of students with disabilities in higher education and provides data on how students express more acceptance that academics and university government authorities for inclusion.
BARRIERS OF PERSONS WITH DISABILITIES
BARRIERS OF PERSONS WITH DISABILITIES
BARRIERS OF PERSONS WITH DISABILITIES
REASONS TO USE DISTANCE EDUCATION
• Physical obstacles
• Distance communication
• Public exposure Avoided
REASONS TO USE DISTANCE EDUCATION• Much more flexibility.
• Combine learning and other needs and activities.
• Communication technology accessibility for communication.
• Forecast the learning means and process, and to adapt them when it is needed.
• Specific services in very early period of their development.
• Strong methodology to receive, diagnostic, and orient students with disabilities (Andreu, Pereira & Rodríguez, 2010; Sama & Sevillano Asensio, 2012)
Provided
STRATEGIES FOR INCLUSIONRecommendations for UNICA universities on minimum standards for disabled persons (Limbach-Reich, 2015):
• Taking into account the needs of disabled students in strategic plans
• Elaboration of an official document on equal rights, policies and procedures concerning persons with disabilities
• Establishing of a disability specialist service
• Criteria of eligibility for services and accommodations
• Standards in the assessment of all students, disabled or not
• Same choice of study programmes
• Protection of information concerning the disability or health of an individual
• Promoting disability awareness among students and staff and disability training for staff (teaching and administrative)
RECOMMENDATIONS
• Good designs (Moore, 2011)
• The universal accessibility is provided by accessible designs and assistive technologies (Seale, 2013).
• Technology for people, and not technology for disability (Foley and Ferri, 2012)
• Accessibility means that everybody is accessing to any content by any technology in any environment (Seale, op. cit.).
FIVE CATEGORIES OF STUDENTS’ SUPPORT HAVE TO BE SPECIALLY ATTENDED (MOORE, 2011)
• Admission and guidance
• Administrative assistance
• Study skills
• Crisis intervention
• Social interaction with peers
SOME STRATEGIES FROM A GUIDANCE AND ORGANISATION APPROACH• To strengthen empowerment and visibility.• To reinforce and delocalise support, helps, services, and means.• To apply internal lines for training and knowledge about
disabilities.• To get more flexible designs and structures, with special attention
to timing.• To promote positive discrimination.• To focus preferentially the abilities before the limitations.• To promote special projects supporting for inclusion in higher
education.• To consider inclusion as a compulsory dimension in all actions.• To improve legal framework and rules.• To normalise the life of people with disabilities, that means to
promote the invisibility of specificity.
Tiberio Feliz Murias (UNED)[email protected]
@TiberioUNED
Maria-Carmen Ricoy (Vigo University)[email protected]
