JKO
Journals
Social Participation of Deaf Students within Inclusive Higher Education
Published in 2020
Mirnawati Mirnawati & Amka Amka
This scholarly article is about a research project conducted by Mirnawati and Amka from the Special Education Department at the University of Lambung Mangkurat. This quantitative research project is about the inclusive social participation of five Deaf students along with 27 hearing classmates at the University of Lambung Mangkurat in Indonesia. Both Mirnawati and Amka noticed that most children with special needs in schools with inclusive education still struggle to develop a relationship with peers in school. The purpose of the quantitative research study for Mirnawati and Amka is to study the social participation of five Deaf students at the university and see how an inclusive setting in higher education can be beneficial for Deaf students. The result shows that the successful the inclusive higher education, the more successful employment Deaf students can get. This is beneficial as it shows how critical inclusive education is, especially for higher education for the Deaf.
Mirnawati, Mirnawati., & Amka Amka. 2020. Social Participation of Deaf Students Within Inclusive Higher Education. International Journal of Innovation, Creativity and Change. www.ijicc.net Volume 11, Issue 6. University of Lambung Mangkurat.
Higher Education for Deaf Students: Research Priorities in the New Millennium
Published in 2002
Harry G. Lang
Harry G. Lang conducted a qualitative study on Deaf students in higher education and their challenges in getting access to education. This article discusses the academic success and the retention of deaf education in higher education. The numbers of deaf students in higher educations are increasing in the last 20 years, and some colleges/universities in America do provide education for students (either with or without support services. However, other countries do not follow this. Deaf individuals from other countries often face the attitudes from society - that they are not capable of successfully completing a college or university education, they do not feel the sense of belonging on the campus. Lang emphasizes that new research is needed to focus on inclusive higher education for deaf students.
Lang, Harry G. 2002. Higher Education for Deaf Students: Research Priorities in the New Millennium. Journal of Deaf Studies and Deaf Education 7, no. 4: 267-80. https://www.jstor.org/stable/42658623.
Inclusive Education in Higher Education: Challenges and Opportunities
Published in 2017
Anabel Moriña
A scholarly article by Anabel Moriña in the European Journal of Special Needs Education discusses that inclusive education can be defined as an educational approach proposing schools in which all the students can participate and all are treated like valuable school members - this is to address the current state of inclusion in higher education for those students who have special educational needs, as well for those students with disabilities. Two parts are discussed in this article, how is higher education's response to students with disabilities and the social and educational impacts of inclusion from the university. Data of the responses of faculty of the university toward students with disabilities show that they have values for inclusive education, however, they do not practice it.
Moriña, Anabel. 2017. Inclusive Education in Higher Education: Challenges and Opportunities. European Journal of Special Needs Education, 32:1, 3-17, DOI:10.1080/08856257.2016.1254964.
Inclusive Education - A Sustainable Approach?
Published in 2018
Markku Jokinen
This article from Markku Jokinen discusses Article 24 - Education under the United Nations Convention on the Rights of Persons with Disabilities (CRPD) about human rights for education for Deaf students. Assess how to ensure full effective inclusive education for the Deaf, providing accessibility for all students. Accessibility is a critical principle of the CRPD to make sure all students, especially Deaf students to be part of the classroom. Emphasize that the concept of accessibility including accessible communication, access to sign language, culture and language-sensitive and the use of the bilingual approach.
Jokinen, Markku. 2018. Inclusive Education - A Sustainable Approach?. American Annals of the Deaf 163, no. 1: 70-77. https://www.jstor.org/stable/26476315.
Evaluation of the Implementation of the Second Phase of the World Programme Human Rights Education
Published in 2015
Office of the United Nations High Commissioner for Human Rights (OHCHR)
A national evaluation report by OHCHR about human rights in higher education and human rights training for civil servants, law enforcement officials, and the military. This report gathers and reviews information on how to ensure inclusive higher education, also the recommendations for human rights education and training. The impact of human rights education within the informal education sector has a positive influence on the education sector. In Mexico, there was an agreement between the Ministry of Interior, the National Association of Universities and Institutions of Higher Education, and the National Human Rights Commission - agreed to push more human rights in higher education. Greece and Hungary have a framework where people with disabilities can get support in higher education. It is important for the government to provide higher education for all people including indigenous groups.
Office of the United Nations High Commissioner for Human Rights. 2015. Evaluation of the Implementation of the Second Phase of the World Programme Human Rights Education. United Nations General Assembly. A_HCR_30_24_ENG.dox.
Understanding Inclusive Education: Ideals and Reality
Published in 2017
Pedar Haug
An article by Pedar Haug discusses the challenges in developing inclusive education. Most European countries recognize inclusive education as an educational human right for all people including people with disabilities. However, there is no known meaning for the word "inclusive education" for them, and teaching quality is not a priority in inclusive education. Various international organizations reported that no country has yet built a school system that meets the importance of inclusion in education.
Haug, Pedar. 2017. Understanding Inclusive Education: Ideals and Reality. Scandinavian Journal of Disability Research, 19(3), 206-217. DOI: http://doi.org/10.1080/15017419.2016.1224778.
Retaining Students of Color Who Are Deaf or Hard of Hearing in Higher Education
Published in 2020
Danielle Thompson-Ochoa
An article by Danielle Thompson-Ochoa about concerns for students of color who are Deaf or Hard of Hearing being able to access resources to continue higher education and the retention of Deaf students of color. Retention is a socioeconomic and cultural issue because access to higher learning is limited. Many colleges and universities failed to discuss diversity in terms of inclusions and methods to keep students maintain their interest in learning. Which lead to many students of color leaving the university due to the lack of support system on the campus.
Thompson-Ochoa, Danielle. 2020. Retaining Students of Color Who Are Deaf or Hard of Hearing in Higher Education. The Journal of Negro Education, 89(1), 38-47. https://www.jstor.org/stable/10.7709/jnegroeducation.89.1.0038.
Inclusive Instruction and Learning for Deaf Students in Postsecondary Education
Published in 1999
Susan Foster, Gary Long, & Karen Snell
This is both quantitative and qualitative study of student access to information and their sense of belonging in learning. The number of Deaf students attending public universities is increasing. Yet, many students still facing barriers to receiving support services from the campuses. Instructors shared their approach to a teaching style that they made to meet the needs of Deaf students and the barriers to equal access to education as hearing peers. The total of students participating in this study is 76 students (46 deaf and 30 hearing). This research for inclusive education for Deaf students in higher education shows that only 33% of the Deaf students feeling part of the class WHEN they understand the material. Most of them show frustration with having communication access in the classroom. 48% of Deaf students feel that communication access is worst when there is no interpreter present in the classroom. Both hearing and Deaf students expressed that full participation in the classroom for learning is important to be able to feel to be part of the classroom.
Foster, Susan., Long, Gary., & Snell, Karen. 1999. Inclusive Instruction and Learning for Deaf Students in Postsecondary Education. Journal of Deaf Studies and Deaf Education 4, no. 3: 225-35. https://jstor.org/stable/42658513.
The Impact of "Inclusive" Education on the Language of Deaf Youth in Iquitos, Peru
Published in 2019
Sara Alida Goico
This article by Sara Alida Goico is about the experiences of Deaf adults and Deaf youth in the education system in Iquitos, Peru. Few cities in Peru have private deaf schools and Iquitos is one of them. This study is on the impact of the international policy of inclusive education on deaf students in a private school. The research finds a large number of Deaf youth not knowing Peruvian Sign Language (LSP) than Deaf adults. The reason for this is that Deaf adults were able to have access to LSP with the special education system and continue using it in later adult years. Deaf youth have lack access to LSP due to the policy of inclusive education have been cut off. Also, the policy of inclusive education in Peru state that schools are not the sites of language socialization for deaf children. This can lead to the exclusion of language access, quality education, and the Iquitos society.
Goico, Sara Alida. 2019. The Impact of "Inclusive" Education on the Language of Deaf Youths in Iquitos, Peru. Sign Language Studies, 19. no.3.: 348-74. https://www.jstor.org/stable/26732938.
Inclusion in Postsecondary Institutions with Small Numbers of Deaf and Hard-of-Hearing Students: Highlights and Challenges
Published in 2014
Denise Powell, Merv Hyde, & Renée Punch
This quantitative and qualitative research is about how Deaf and Hard-of-Hearing students face barriers and challenges in the universities in New Zealand. A survey was done by 64 students from different universities in New Zealand, 8 of them were interviewed. This study finds that 60% of the participants did not have any support or any resources that would help them for their higher education. Common responses from the participants were that they struggle to face challenges in higher education, and lecturers and staff did not understand Deaf students' needs. Communication barriers and the lack of awareness of Deaf culture and students' needs hinder the effective learning environment for Deaf students in New Zealand.
Powell, Denise., Hyde, Merv., & Punch, Renée. 2014. Inclusion in Postsecondary Institutions with Small Numbers of Deaf and Hard-of-Hearing Students: Highlights and Challenges. Journal of Deaf Studies and Deaf Education 19, no.1: 126-40. https://jstor.org/stable/42659192.