Perspectives of hearing impaired students in higher education in the time of COVID-19
DOI:
https://doi.org/10.21704/rtn.v16i2.1970Keywords:
deafness, higher education, COVID-19, inclusive education, students with disabilitiesAbstract
The research aims to relate the characteristics of the management and organizational capacity of the Peruvian university with the level of educational inclusion of students with hearing disabilities. A cross-sectional correlational design was used and a descriptive and inferential statistical analysis was carried out of the results of the Inclusive Educational Environment (3E + I) questionnaire, which was applied to a random sample of two groups of students (a group with disabilities and another without disabilities). The instrument was validated by means of a previous pilot test whose Cronbach’s alpha reliability index was 0.920. The results showed an inverse negative correlation between the perceptions of the clusters. Also, students with hearing disabilities identified a lower prevalence of educational inclusion in the university in relation to non-disabled students. The main causal factor of this situation in the university is a weak organizational and formative function of strategies to improve the development of the sociocultural competence of students in general. In this study it is concluded that the Peruvian university does not carry out an effective management of educational inclusion of students with hearing disabilities due to the lack of organization and implementation of intervention procedures aimed at people with disabilities such as hearing.
Downloads
References
Antonson, S., Danermark, B., & Lundström, I., (2006). Importance of Social Support for Hard-of-Hearing Students in pursuing their “Educational Careers”. Scandinavian Journal of Disability Research, 8(4), 298–316. http://doi.org/10.1080/15017410600874762
Bell, D., & Swart, E. (2018). Learning experiences of students who are hard of hearing in higher education: Case study of a South African university. Social Inclusion, 6(4), 137-148. https://doi.org/10.17645/si.v6i4.1643
Bernard, A., Weiss, S., Rahman, M., Ulin, S., D’Souza, C., Salgat, A., Panzer, K., Stein, J., Meade, M., Mckee, M., & Ehrlich, J. (2022). The impact of COVID-19 and pandemic mitigation measures on persons with sensory impairment. American Journal of Ophthalmology, 234, 49-58. https://doi.org/10.1016/j.ajo.2021.06.019
Dalmau, M., & Sala, I. (2015). Análisis de la formación universitaria recibida por los titulados universitarios españoles con discapacidad auditiva en la adquisición de las competencias profesionales. Siglo Cero Revista Española Sobre Discapacidad Intelectual, 46(3), 27-46. https://doi.org/10.14201/scero20154632746
Dangoisse, F., De Clercq, M., Van Meenen, F., Chartier, L., & Nils, F. (2020). When disability becomes ability to navigate the transition to higher education: a comparison of students with and without disabilities, European Journal of Special Needs Education, 35(4), 513-528. http://doi.org/10.1080/08856257.2019.1708642
De Oliveira, Y, De Matos, S., Cavalcanti, G. (2015). Comunicação como ferramenta essencial para assistência à saúde dos surdos. Physis: Revista de Saúde Coletiva, 25(1), 307-320. https://doi.org/10.1590/S0103-73312015000100017
Gordon, J., & Tavera-Salyutov, F. (2018), Remarks on disability rights legislation, Equality, Diversity and Inclusion, 37(5), 506-526. https://doi.org/10.1108/EDI-12-2016-0114
Haug, P., (2017). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206–217. http://doi.org/10.1080/15017419.2016.1224778
Harvey, J. (2018). Contemporary social theory as a tool to understand the experiences of disabled students in higher education. Social Inclusion, 6(4), 107-115. https://doi.org/10.17645/si.v6i4.1602
Jiménez, A. (2007). Conceptos y tipologías de la discapacidad: documentos y normativas de clasificación más relevantes. En De Lorenzo, R. y Pérez, L., Tratado sobre discapacidad. Pamplona: Aranzadi.
Kermit, P., & Holiman, S. (2018). Inclusion in Norwegian higher education: Deaf students’ experiences with lecturers. Social Inclusion, 6(4), 158–167. https://doi.org/10.17645/si.v6i4.1656
Lempinen, S. (2017). Towards inclusive schooling policies in Finland: a multiple-case study from policy to practice. Scandinavian Journal of Disability Research, 19(3), 194–205. http://doi.org/10.1080/15017419.2016.1182942
Loayza, E. (2016). El sexto pilar de la educación: el saber productivo o el aprender a producir. Tierra Nuestra, 11(1), 36–47. https://doi.org/10.21704/rtn.v11i1.996
Loayza, E. (2018). La universidad peruana y el desarrollo nacional: conflictos y posibilidades. Tierra Nuestra, 12(1), 87–101. https://doi.org/10.21704/rtn.v12i1.1271
Loayza, E. (2020). La investigación cualitativa en Ciencias Humanas y Educación. Criterios para elaborar artículos científicos. Educare et Comunicare, 8(2), 56-66. https://doi.org/10.35383/educare.v8i2.536
Perera-Rodríguez, V., & Moriña, A. (2019). Technological challenges and students with disabilities in higher education. Exceptionality, 27(1), 65-76. http://doi.org/10.1080/09362835.2017.1409117
Rojas-Rojas, L., Arboleda-Toro, N. y Pinzón-Jaime, L. (2018). Caracterización de población con discapacidad visual, auditiva, de habla y motora para su vinculación a programas de pregrado a distancia de una universidad de Colombia. Revista Electrónica Educare, 22(1), 97-124. https://dx.doi.org/10.15359/ree.22-1.6
Sagone, E. (2017). The role of coping strategies in life satisfaction and psychological well-being: An investigation with deaf and hearing parents. Life Span and Disability, 20(2), 273-298. http://www.lifespanjournal.it/sommario.asp?id=94&ordine=0&anno=2017
Seale, J. (2017). From the voice of a ‘socratic gadfly’: a call for more academic activism in the researching of disability in postsecondary education. European Journal of Special Needs Education, 32(1), 153-169. http://doi.org/10.1080/08856257.2016.1254967
Teather, S., & Hillman, W. (2017), The invisible students with disabilities in the Australian education system, Equality, Diversity and Inclusion, 36 (6), 551-565. https://doi.org/10.1108/EDI-02-2017-0029
Vásquez, S. y Loayza, E. (2021). La inserción laboral y la inclusión educativa de jóvenes con discapacidad auditiva en Chincha Alta. Horizonte de la Ciencia, 11(20), 177-194. https://doi.org/10.26490/uncp.horizonteciencia.2021.20.776
West, E. (2015), Moving Toward Inclusion, Including Learners with Low-Incidence Disabilities. International Perspectives on Inclusive Education, 5, Emerald Group Publishing Limited, Bingley, 3-12. https://doi.org/10.1108/S1479-363620140000005001
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Shirley Mirella Vásquez León, Edward Faustino Loayza-Maturrano, Eliana Rosa Avalos Monterrey
This work is licensed under a Creative Commons Attribution 4.0 International License.
