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| Natura: | Recurso digital |
| Lingua: | inglese |
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Zenodo
2025
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| Accesso online: | https://doi.org/10.5281/zenodo.15586293 |
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| _version_ | 1866901429708390400 |
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| author | Fatma, Bouabida |
| author_facet | Fatma, Bouabida |
| contents | <p>With the increasing number of students with disabilities enrolling in higher education<br>institutions, the need to embrace diversity and promote inclusiveness in these<br>institutions has also increased. A growing body of international literature has explored<br>the experiences of students with disabilities in higher education, revealing barriers that<br>hinder their inclusion. The current study set out to explore the lived experiences of<br>students with disabilities and the processes used by disability support staff to facilitate<br>their inclusion in one Algerian university. The study sought to explore the support<br>provided to students with disabilities in this university, identify available resources and<br>strategies used to meet their needs, and consider the factors that influence the<br>effectiveness of the provision. The study utilized interpretative phenomenological<br>analysis with data collected through semi-structured interviews with nine students with<br>disabilities and four disability support staff. This led to rich insights into the students’<br>lived experiences of inclusion and the disability support staff’s perspectives.<br>The study’s findings reveal that the experiences of students with disabilities are<br>affected by a range of factors. These factors encompass environmental, structural,<br>and attitudinal aspects that facilitate or hinder the inclusion of students with disabilities<br>at this university. The findings indicate that the experiences of students with disabilities<br>are not influenced solely by their direct interactions within the university. They are also<br>shaped by external factors that impact their educational journey positively or<br>negatively. These external factors play a significant role in determining the overall<br>educational experience of these students. Moreover, the findings highlight that,<br>despite the efforts made by disability support staff, structural factors undermine their<br>ability to provide effective and holistic support for students with disabilities at the university. These findings align with Bronfenbrenner’s ecological systems theory,<br>bringing into focus the influence of direct and indirect internal and external factors on<br>the experiences of students with disabilities. Considering the complex interplay<br>between these factors contributes to a deeper understanding of the opportunities and<br>challenges associated with inclusive education in this context. The study’s findings<br>highlight the multifaceted nature of the experiences of students with disabilities and<br>underscore the importance of considering environmental, structural, and attitudinal<br>factors as facilitators of or barriers to their inclusion in higher education. In addition,<br>the findings focus attention on the proximal and distal forces that determine the<br>availability and effectiveness of support and, ultimately, the experiences of university<br>students with disabilities. This reinforces the significance of Bronfenbrenner’s<br>ecological systems theory in understanding the complexities of inclusive education.<br>The study concludes that inclusive education at this university is still in its early stages.<br>Drawing on the perspectives of the participants, a number of recommendations are<br>offered which could improve the experiences of students with disabilities. These<br>include investments in accessible infrastructure, resources, equipment and staff<br>training. The need for an inclusion policy for higher education has also been noted.<br>Overall, this study sheds light on the lived experiences of students with disabilities and<br>on the perspectives of disability support staff in one Algerian university, uncovering<br>the challenges faced by the students and potential areas for improvement. The study<br>makes a significant contribution to the national and international literature on the<br>experiences of university students with disabilities, and provides insights that could be<br>useful to policymakers, academics, and support staff striving to develop inclusive<br>higher education.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_15586293 |
| institution | Zenodo |
| language | eng |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Voices on inclusion: an IPA study of the lived experiences of students with disabilities and the perspectives of disability support staff in one Algerian university. Fatma, Bouabida <p>With the increasing number of students with disabilities enrolling in higher education<br>institutions, the need to embrace diversity and promote inclusiveness in these<br>institutions has also increased. A growing body of international literature has explored<br>the experiences of students with disabilities in higher education, revealing barriers that<br>hinder their inclusion. The current study set out to explore the lived experiences of<br>students with disabilities and the processes used by disability support staff to facilitate<br>their inclusion in one Algerian university. The study sought to explore the support<br>provided to students with disabilities in this university, identify available resources and<br>strategies used to meet their needs, and consider the factors that influence the<br>effectiveness of the provision. The study utilized interpretative phenomenological<br>analysis with data collected through semi-structured interviews with nine students with<br>disabilities and four disability support staff. This led to rich insights into the students’<br>lived experiences of inclusion and the disability support staff’s perspectives.<br>The study’s findings reveal that the experiences of students with disabilities are<br>affected by a range of factors. These factors encompass environmental, structural,<br>and attitudinal aspects that facilitate or hinder the inclusion of students with disabilities<br>at this university. The findings indicate that the experiences of students with disabilities<br>are not influenced solely by their direct interactions within the university. They are also<br>shaped by external factors that impact their educational journey positively or<br>negatively. These external factors play a significant role in determining the overall<br>educational experience of these students. Moreover, the findings highlight that,<br>despite the efforts made by disability support staff, structural factors undermine their<br>ability to provide effective and holistic support for students with disabilities at the university. These findings align with Bronfenbrenner’s ecological systems theory,<br>bringing into focus the influence of direct and indirect internal and external factors on<br>the experiences of students with disabilities. Considering the complex interplay<br>between these factors contributes to a deeper understanding of the opportunities and<br>challenges associated with inclusive education in this context. The study’s findings<br>highlight the multifaceted nature of the experiences of students with disabilities and<br>underscore the importance of considering environmental, structural, and attitudinal<br>factors as facilitators of or barriers to their inclusion in higher education. In addition,<br>the findings focus attention on the proximal and distal forces that determine the<br>availability and effectiveness of support and, ultimately, the experiences of university<br>students with disabilities. This reinforces the significance of Bronfenbrenner’s<br>ecological systems theory in understanding the complexities of inclusive education.<br>The study concludes that inclusive education at this university is still in its early stages.<br>Drawing on the perspectives of the participants, a number of recommendations are<br>offered which could improve the experiences of students with disabilities. These<br>include investments in accessible infrastructure, resources, equipment and staff<br>training. The need for an inclusion policy for higher education has also been noted.<br>Overall, this study sheds light on the lived experiences of students with disabilities and<br>on the perspectives of disability support staff in one Algerian university, uncovering<br>the challenges faced by the students and potential areas for improvement. The study<br>makes a significant contribution to the national and international literature on the<br>experiences of university students with disabilities, and provides insights that could be<br>useful to policymakers, academics, and support staff striving to develop inclusive<br>higher education.</p> |
| title | Voices on inclusion: an IPA study of the lived experiences of students with disabilities and the perspectives of disability support staff in one Algerian university. |
| url | https://doi.org/10.5281/zenodo.15586293 |