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Students with impairment – are they disabled in higher education ?

Students with impairment – are they disabled in higher education ? « Building bridges», Stockholm 2014. PhD-candidate Eli Langørgen, Sør-Trøndelag University College (HIST) and Norwegian University of Science and Technology (NTNU), Trondheim, Norway.

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Students with impairment – are they disabled in higher education ?

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  1. Students withimpairment – aretheydisabled in highereducation? «Building bridges», Stockholm 2014 PhD-candidate Eli Langørgen, Sør-Trøndelag University College (HIST) and Norwegian UniversityofScience and Technology (NTNU), Trondheim, Norway

  2. Background Human rights: People with impairments have the same rights and should have the same opportunities to participate as everyone else – in all social arenas Laws and regulations in higher education in Norway: Educational institutions are obliged to accommodate individual needs – As far as possible and reasonable - As far as it does not compromise the “professional standard “ Eli Langørgen Sør-Trøndelag University College, Trondheim, Norway

  3. What do weknow? • Highereducationis importantfor promotinglabourparticipation • Numberofpeoplewithimpairments in highereducationproportionallylow • Growingnumberof students withdisabilities in highereducation: Manywith invisible impairments • Severalexperiencebarriers in theiracademic and everydaylife Eli Langørgen Sør-Trøndelag University College, Trondheim, Norway

  4. theworld is not «one-size-fits-all»

  5. Whatelse do weknow….? • Manyarereluctant to disclosetheirdisability and ask for accommodations • Students in vocationaleducations face disclosure and accommodationissuesseveral times during professionalplacement • Differences in educationalinstitutions’ will to adjust: • How to do….? • What is necessaryand reasonable? • When is professional standard compromised? Eli Langørgen Sør-Trøndelag University College, Trondheim, Norway

  6. Aimoftheproject Contribute to the knowledgeoffacilitators and barriersto participation of students with disabilities in teaching, health, and socialwork bachelor programmes Eli Langørgen Sør-Trøndelag University College, Trondheim, Norway

  7. Research methods Potential informants: Students withimpairments, university/college staff and professionalplacement supervisors Triangulationofmethods: • Individualinterviewswith students • Focusgroupswith staff and supervisors • Surveys to all three informant groups

  8. Part 1: Asking students - interviews

  9. Part 1: Asking students - interviews • Research question: How do students with impairments experience the transition to and throughout their bachelor programmes? • Approach: Individualsemistructured in-depthinterviews • Informants: 8-12 students withimpairments in teaching, socialwork or healthcareeducationswhoareonprofessional placement as part of curriculum • Purposeful sampling • Population: Students withimpairmentsattendingtheuniversitycolleges in theMid-Norwegian region (Trøndelag counties) Eli Langørgen Sør-Trøndelag University College, Trondheim, Norway

  10. Part 2: Asking staff and supervisors focus groups

  11. Part 2: Asking staff and supervisors focus groups • Research question: What are the perspectives of educational staff and placement supervisors on supporting students with impairments? • Approach: Focus group interviews • Informants: Faculty staff and placement supervisors • Population: From teaching, socialwork or healthcareeducationprogrammes at theuniversitycolleges in theMid-Norwegian region (Trøndelag counties) Eli Langørgen Sør-Trøndelag University College, Trondheim, Norway

  12. Part 3: Asking a broader population survey

  13. Part 3:Asking a broader population survey • Research question: Whichfactorsinfluence students withdisabilites’ accessto and throughoutvocational bachelor programmes in Norway? • Approach: Electronic survey • Informants: Students with and withoutimpaiments, faculty staff, and practicum supervisors • Population: Programmeswithinteaching, socialworkand healthcare at severaleducationalinstitutions in Norway Eli Langørgen Sør-Trøndelag University College, Trondheim, Norway

  14. Preliminary results from part 1…

  15. Thankyou for yourattention! «As a disabled person, usingthe same door as everyoneelseentails an addeddifficulty; I needthedoor to be just a little bit wider, a little bit higher, and a little bit brighter.» Eli Langørgen Sør-Trøndelag University College, Trondheim, Norway

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