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.