Higher education provision for students with disabilities in Cyprus

Higher Education (Impact Factor: 1.06). 01/2008; 55(1). DOI: 10.1007/s10734-007-9070-8
Source: OAI


Internationally, the number of students with disabilities entering higher education institutions is on the rise. Research estimates that 8–10% of students attending higher education are registered with disability, with learning difficulties being the most commonly reported disability. Widening participation in higher education has been supported by legislative changes, inclusive education practices, the use of ICT and accessible facilities and programs and, ultimately, an increasing belief among students with disabilities that higher education maximizes their opportunities for employment and independent living. Within the Cypriot context, research on disability, access and provision in higher education is limited. This study was a part of a large-scale study (PERSEAS) funded by the EU. From the original sample, 15 students attending private higher education institutions in Cyprus reported disability (i.e., sensory impairment, dyslexia, physical disabilities) and were selected for focus group discussions. Also, interviews and focus groups were conducted with the Headmasters and teachers, respectively, in 10 private higher education institutions. This study yielded interesting results regarding the current state of provision (e.g., concessions for exams and assignments, infrastructure, teaching modification, counseling services) as well as issues of social inclusion, equality of opportunity and entitlement to education.

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Available from: Dimitra Hartas, Oct 17, 2014
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    • "Como Matthews (2009) recomienda las universidades deberían tener respuestas proactivas antes que reactivas para el alumnado con discapacidad. Y deberían entender las experiencias universitarias tanto para este alumnado como para el resto como una oportunidad de empoderamiento, al contribuir a incrementar su conocimiento, desarrollar habilidades sociales, maximizar sus oportunidades para el empleo y una vida independiente (Fuller et al., 2004; Hadjikakou & Hartas, 2008; Hurst, 1996). "
    Cultura y Educación 09/2015; 27(3):669-694. DOI:10.1080/11356405.2015.1072361 · 0.27 Impact Factor
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    • "It can become a primary barrier and is more often due to deficient faculty training than to inappropriate attitudes on the part of lecturers. Similar findings are reported in work by Castellana and Sala (2005), Hadjikakou and Hartas (2008) and Moswela and Mukhopadhyay (2011), who conclude that ignorance of the issues facing students – and how to deal with them – is widespread; these authors recommend better faculty training as the best way to guarantee a quality, diversity-centred education. In light of such findings, it is highly recommended that universities incorporate specific training 156 A. Moriña Díez et al. in working with students with disabilities into existing faculty training programmes – even more so if we take into account recent studies which find that lecturers who have participated in some type of diversity/disability training are more knowledgeable and sensitive to the learning needs of their students (Murray et al., 2011). "
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    ABSTRACT: This article presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project being developed by a multidisciplinary team employing a non-usual research methodology in higher education (HE) research and students with disabilities: biographical-narrative methodology. The general aim is to analyse – by listening to the students themselves – barriers and support identified as affecting access, academic performance and overall perception of the HE experience. The present paper analyses lecturer-centred data to focus specifically on one of the objectives of our research project: the role that lecturers play in the inclusive education of students with disabilities. Unlike other international research, this article explores the barriers and support differentiating between five fields of knowledge: health sciences, experimental sciences, social sciences (law and education), engineering and technology and humanities. Findings are organized in four topic areas: lecturer attitudes, practices in the classroom, curricular adaptations and faculty training. Key findings are discussed in the conclusions section, together with a discussion of contributions made by earlier studies.
    Higher Education Research and Development 08/2014; DOI:10.1080/07294360.2014.934329 · 0.90 Impact Factor
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    • "). The studies generated information on the difficulties, needs of support and strategies reported by students with AS as well as their relatives and coordinators (Simmeborn Fleischer, 2012a, 2012b) as well as information on the support (Hadjikakou and Hartas, 2008; Madriaga and Goodley, 2010) in HE. The three other sources provided information on the support system and available support options in HE. "
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    ABSTRACT: Students with disabilities in higher education frequently need support to succeed in their studies. Perceived problems in managing studies and everyday life may be the same for students with different disabilities, although the reasons for support may vary between them. In this pilot study, a questionnaire aimed to survey everyday functioning in students with disabilities was tested. Thirty-four students with Asperger syndrome, motor disabilities or deafness/hearing impairments were asked 55 close-ended and open-ended questions on participation restrictions and available support programmes. One aim of this study was to test the usefulness of the questionnaire, and another aim was to identify students' perceptions of their everyday student life and the support they are offered, with a special focus on comparing perceptions of needs and support between students with Asperger syndrome and other student groups. The results indicate the need to plan recruitment of participants carefully and that the questionnaire was useful. The descriptive analyses indicated that the groups primarily reported the same difficulties; however, the open-ended comments indicated that the reasons for the problems vary between the groups. It indicates that Likert-type responses to questions concerning perceived difficulties need to be supplemented by open-ended questions on the perceived reasons to problems.
    International journal of rehabilitation research. Internationale Zeitschrift fur Rehabilitationsforschung. Revue internationale de recherches de readaptation 05/2013; 36(4). DOI:10.1097/MRR.0b013e328362491c · 1.28 Impact Factor
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