davoud tahmasebzadeh sheikhlar; Ahad azimi Aqbolagh; seyyed taher seyyedi nazarloo; syamand Ghaderi
Abstract
Providing inclusive, sustainable, and accessible education for students with disabilities can be a result of recognizing and protecting their rights. The purpose of this study is to describe and understand the lived experience of students with physical disabilities from participation in inclusive education ...
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Providing inclusive, sustainable, and accessible education for students with disabilities can be a result of recognizing and protecting their rights. The purpose of this study is to describe and understand the lived experience of students with physical disabilities from participation in inclusive education at the level of higher education. This research was conducted in the academic year 2019-2020 based on an interpretive paradigm and qualitative approach and using the phenomenological method of a psychological (scientific) type. From the community of physical students, 18 students with severe and very severe disabilities were selected using purposive sampling and participated in a semi-structured in-depth interview. Data analysis was performed manually, simultaneously with data collection, using the proposed Colaizzi model. Data validation strategies were performed using the methods of External checks, Member checks, allocating sufficient time for data collection, continuous conflict, and investigator triangulation. Findings were extracted in the main themes of "meaning of education", "barriers to accessibility", "education fees", "human relations" and "organizational role" and several other sub-themes. The results show that despite the strong internal motivation of students with disabilities to prove their abilities, as well as the supportive communication space in informal groups, this is a disabling academic environment and organizational neglect that is a strong barrier against students with disabilities and prevents the realization of the goals of the social model of disability and inclusive education. The results warn that the lack of adaptation of the university environment will lead to the failure of the experienced curricula of students with physical disabilities.
Yousef Adib; ahad azimi Aqbolagh
Abstract
In the present study, the aim was to describe and understand the perception of blind and visually impaired students about their Academic limitations at the higher education level. The present study was conducted in the academic year of 2019-2020 with a qualitative approach of conventional qualitative ...
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In the present study, the aim was to describe and understand the perception of blind and visually impaired students about their Academic limitations at the higher education level. The present study was conducted in the academic year of 2019-2020 with a qualitative approach of conventional qualitative content analysis. From the community of blind and visually impaired students, 12 students in this range were selected using purposive sampling method and participated in a semi-structured in-depth interview. The text analysis of the interviews was performed manually using the communication analysis model. Data validation strategies were performed using the methods of External checks, Member check, allocating sufficient time for data collection, and continuous conflict and Investingator Triangulation. Findings were extracted in the main categories of "entrance exam challenges", "inappropriate physical space of the university", "communication challenges", "educational challenges" and "organizational procrastination" and several sub-classes. The results showed that despite the adoption and cross-sectional implementation of domestic and international laws protecting the rights of persons with disabilities, the Academic needs of this group of students are less considered; And in practice, their Academic requirements are not taken into account. It is suggested that those in charge take the necessary measures considering the practical achievements of the research