Studying Disability: A Multi-Stakeholder Perspective on Requesting Accommodation in Higher Education
Abstract
:1. Introduction
Exploring the Views of Multiple Stakeholders
2. Materials and Methods
2.1. The Collaboration Forum and Its Participants
2.2. Ethical Considerations
2.3. Data and Analysis
3. Results
3.1. Determining Whether to Disclose
“Quite a few people don’t think it’s all right to declare that they’re having a hard time. (…) They haven’t come far enough in that process, really. Even if we believe it is an opportunity they should grasp, or we tell them they might want to contact the Facilitation Service, they believe doing so is a barrier in itself”.(Professional)
“Unfortunately, you expect bad attitudes and discrimination in the education since facilitating can be resource intensive. For example, some [students in SwD’s discussion groups] said that they might not accept facilitation because they anticipated assumptions from others about them not trying hard enough. That they just had to invest more time and effort in it, and then they could do it on their own. Arrangements were not really necessary”.(Student)
“A few years ago, I had an almost blind student. I wanted to hear if the teaching we planned met her challenges. She said: ‘I don’t know what to ask for because I think it is what it is. I’m so used to being the one having to adapt.’”(Professional)
3.2. Asking for Accommodation
“Many have felt, including myself, and everyone in the student discussion groups agreed, that you become a bit passed around like a ball. You go to the adviser, and the adviser says, ‘Go to the Facilitation Service’, the Facilitation Service says, ‘Go to the examination office’. The examination office says, ‘Go to an adviser.’ ‘Go to the facilitation office again.’”(Student)
“If the impairment, the diagnosis, is apparent and you have good documentation, let’s say you don’t have arms, then it’s obvious. Then, you cannot write with your hands. An alternative form of assessment is then granted. But if you have slightly different forms [of disability], let’s say dyslexia: ‘I want an oral exam.’ Then it is a bit more difficult for the Examinations Office to say that, of course, you should be granted an oral examination. Then, they would like the students, as the students said, to try a little first. See how it goes. And they can get bad grades, as mentioned, and maybe fail too. But it might be that they are granted facilitation the next time”.(Professional)
“You must go through a process of exposure. It does not necessarily feel cool to tell everyone that ‘I have [diagnosis]. I find this extremely difficult. I cannot do this. I need this to get by.’ […] If I did not feel like going to a stranger and saying that, it [the accommodation process] would have been halted. Then I would have been rejected”.(Student)
3.3. Studying Disability
“The students must familiarize themselves with the requirements for obtaining the diploma and make their judgments accordingly. We sometimes experience that students haven’t read the curriculum and qualification requirements implicit in achieving a diploma. Then they might be a little surprised or disappointed by the content”.(Professional)
“And it’s also about identity. Because to get help and get the right information, you must have an identity as something impaired, to push the right buttons in a way. So that is when I think it gets a bit problematic”.(Professional)
“It is our responsibility to find the information, but firstly, it is often not easy. Secondly, people have vastly different health situations. […] There may be days when it is difficult to get up and get dressed and make coffee. And then you can’t sit for several hours and click through to the website [to find what kind of help you can get at the university]”.(Student)
3.4. Continuing the Cycle
“‘What do you need help with?’, ‘What is difficult?’ and ‘How can we best facilitate?’ These three questions are asked frequently. And these three questions are extremely difficult to answer without knowing what you’re up against. Instead, they should ask, ‘How do you take notes?’, ‘How do you learn?’, ‘What kind of aids do you have the best experience with?’ or ‘the worst experience with?’, right?”(Student)
“[Students in the SwD’s discussion group] talked about things I never knew of. Among others, I can apply for oral examination and other facilitation measures of which I have never heard. And that makes me a bit frustrated. Because I have now completed my bachelor’s degree. And it has gone well. But I am done, and I did not know about certain facilitation measures I could have had. And when I see what facilitation measures there might have been, I get a little disheartened because I know I would have made it much better orally”.(Student)
4. Discussion
Methodological Considerations
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Themes | Participants |
---|---|
Establishing rapport | SwD’s discussion groups prior to the workshop: 2 groups, n = 11 |
Collaboration Forum: n = 10 (2 SwD’s discussion groups representatives i.u., 1 disability office representative i.u., 1 lecturer i.u., 2 support providers of social services and labor o.u., 4 providers of services for lecturer support for universal design and accommodations i.u.) | |
Dissemination of information | SwD’s discussion groups prior to the workshop: 3 groups, n = 16 |
Collaboration Forum: n = 14 (3 SwD’s discussion groups representatives i.u., 1 disability office representative i.u., 3 lecturers, 2 responsible for the dissemination of information i.u., 2 support providers of social services and labor o.u., 3 providers of lecturer support for universal design and accommodations i.u.) | |
Learning situations | SwD’s discussion groups prior to the workshop: 3 groups, n = 15 |
Collaboration Forum: n = 11 (3 SwD’s discussion groups representatives i.u., 1 educational development unit representative i.u., 3 lecturers i.u., 2 support providers of social services and labor o.u., 2 providers of lecturer support for universal design and accommodations i.u.) | |
Transition to working life | SwD’s discussion groups prior to the workshop: 3 groups, n = 15 |
Collaboration Forum: n = 21 (4 SwD’s discussion groups representatives i.u., 1 career advisor i.u., 1 university disability office representative i.u., 1 disability organization member o.u., 2 employees with impairment o.u., 1 employer/manager o.u., 2 facilitators for work-life inclusion o.u., 2 lecturers i.u., 1 practice supervisor o.u., 1 provider of accommodations and support equipment o.u., 2 support providers of social services and labor o.u., 3 providers of lecturer support for universal design and accommodations i.u.) | |
Assessment and qualifying | SwD’s discussion groups prior to the workshop: 3 groups, n = 15 |
Collaboration Forum: n = 20 (4 SwD’s discussion groups representatives i.u., 1 career advisor i.u, 1 disability office representative i.u., 1 disability organization member o.u., 1 employee with impairment o.u., 1 employer/manager o.u., 2 examination office representatives i.u., 2 lecturers i.u., 2 practice supervisors o.u., 1 suitability committee representative i.u., 1 provider of accommodations and support equipment o.u., 1 support provider of social services and labor o.u., 2 providers of lecturer support for universal design and accommodations i.u.) | |
Attitudes and discrimination | SwD’s discussion groups prior to the workshop: 3 groups, n = 17 |
Collaboration Forum: n = 26 (8 SwD’s discussion groups representatives i.u., 1 career advisor i.u., 1 disability office representative i.u., 1 disability organization member o.u., 1 employee with impairment o.u., 2 facilitators for work-life inclusion o.u., 2 lecturers i.u., 2 management representatives i.u., 1 practice supervisor o.u., 2 student politics representatives i.u., 1 provider of accommodations and support equipment o.u., 1 support provider of social services and labor o.u., 3 providers of lecturer support for universal design and accommodations i.u.) |
Sex and Age | Impairment Reported | ||
---|---|---|---|
Female | 17 | Chronic disease | 6 |
Male | 1 | Mental health disorder | 7 |
Age 20–25 | 8 | Mobility impairment | 1 |
Age 26–30 | 3 | Neurological impairment | 8 |
Age 31–47 | 7 | Visual impairment | 2 |
Collaboration Forum Theme | Time of Implementation | Number of Breakout Rooms | Length of Recordings Attained |
---|---|---|---|
Establishing rapport | December 2020 | - | No recordings |
Dissemination of information | February 2021 | 3 | 5 h 43 min |
Learning situations | March 2021 | 3 | 5 h 39 min |
Transition to working life | April 2021 | 4 | 6 h 22 min |
Assessment and qualifying | May 2021 | 4 | 5 h 40 min |
Attitudes and discrimination | June 2021 | 6 | 8 h 57 min |
Category | Subcategory |
---|---|
Needing to decide whether to reveal or ignore | Feeling safe or dreading exposure |
Ignoring the disability | |
Needing accommodation to excel | |
Presenting their expertise to professionals | Receiving support |
Experiencing reluctance | |
Being contested | |
Losing the battle | |
Becoming an expert on disability | Needing to be an expert |
Studying the disability | |
Researching help options |
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Ristad, T.; Witsø, A.E.; Horghagen, S.; Kvam, L.; Østvik, J. Studying Disability: A Multi-Stakeholder Perspective on Requesting Accommodation in Higher Education. Soc. Sci. 2024, 13, 154. https://doi.org/10.3390/socsci13030154
Ristad T, Witsø AE, Horghagen S, Kvam L, Østvik J. Studying Disability: A Multi-Stakeholder Perspective on Requesting Accommodation in Higher Education. Social Sciences. 2024; 13(3):154. https://doi.org/10.3390/socsci13030154
Chicago/Turabian StyleRistad, Tone, Aud Elisabeth Witsø, Sissel Horghagen, Lisbeth Kvam, and Jørn Østvik. 2024. "Studying Disability: A Multi-Stakeholder Perspective on Requesting Accommodation in Higher Education" Social Sciences 13, no. 3: 154. https://doi.org/10.3390/socsci13030154
APA StyleRistad, T., Witsø, A. E., Horghagen, S., Kvam, L., & Østvik, J. (2024). Studying Disability: A Multi-Stakeholder Perspective on Requesting Accommodation in Higher Education. Social Sciences, 13(3), 154. https://doi.org/10.3390/socsci13030154