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A Study of Disability Right Awareness of University Teachers
disability right awareness
The study aims to probe the connotation of the disability right awareness of university teachers via disable perception, policy cognition of the college entrance of disability students, and social psychology three aspects. Furthermore, the other study purpose is to know the programs of reasonable accommodation executed by university teachers. This study is a qualitative research, and the researcher invited 18 university teachers from different disciplines and regions in Taiwan to participate the interview. The research results of disable perception aspect are as follows: (a)Teachers consider students having “special needs” are defined “disabled students”, if they don't behave their difficulty on academic, they aren’t ineligible for disabled students. (b)Some teachers are used to separating disabled students into physiological disorders and psychological disorders, and some teachers misunderstand and are unfamiliar with disability categories developed in recent years. For example: Asperger syndrome, Learning disability, etc.. The research results of policy cognition aspect are that teachers agree to implement affirmative action by allowing disabled students incremental admission to university. However, they are simultaneously worried about those students’ academic abilities are not as proficient as other students. They consider the view of equality should be different between students before and after enrolling in the school. The research results of social psychology aspects are as follows: (a)Some teachers express their positive attitude of acceptance, and some of them stereotype disabled students because of ableism and social categorization. (2)teachers observe there are some discrimination existing in physical and mental environments. As mentioned to reasonable accommodations executed by university teachers, the research results of teaching aspect are some schools set systems to assist teacher, some schools conduct according to the teachers' professional and experience. The research results of assessment aspect are that accommodations are implemented by the planning of resource room, the judgement of teacher’s professional disciplines, and the adjustment of group assignments, as to modifications, teachers design alternative assessment by their professional disciplines, emphasize the learning process instead of result, and lower standard. Some teachers deem schools should make rules about how to accommodate, not just determined by teachers. From the conclusions of this study, we can find the principle of university teachers facing students with disability is mostly the concept of equal opportunity, and replacing disabled classification with social interaction mode. Besides, teachers would show their high positive acceptance in higher education institutions with support and sufficient resources. Disabled students in the disability right awareness of equal opportunity emphasized by universal teachers should strive as much as possible to reach the best learning benefit in higher education. Concrete suggestions are proposed for the Ministry of Education, universities, disabled students and future researchers.
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