JSS  Vol.3 No.9 , September 2015
Academic and Professional Guidance for Tertiary Students with Disabilities: Gathering Best Practices throughout European Universities
ABSTRACT

The exponential increase of students with disabilities enrolled at universities of different countries has urged these institutions to enable some services geared to their guidance, both academic and professional level. However, the international literature shows that these initiatives, in some realities, are still disconnected from the broader socio-economic context. In order to find possible solutions to this issue, the objective of this research was to explore, in an international level, initiatives related to the academic and professional guidance of students with disabilities. In this direction this case study has been realized with the participation of 81 tertiary students with disabilities, 14 academic counselors and 68 professional mentors from Italy, France, Ireland, Denmark and England. The overall analysis of the results emerged from this research has allowed identifying, in an international perspective, the strengths of each reality explored. The reflections on these elements have directed the proposition of indicators which can contribute to the scientific and academic communities on the implementation, evaluation and monitoring of a potential academic and professional guidance program for tertiary students with disabilities.


Cite this paper
Cabral, L. , Mendes, E. , Anna, L. and Ebersold, S. (2015) Academic and Professional Guidance for Tertiary Students with Disabilities: Gathering Best Practices throughout European Universities. Open Journal of Social Sciences, 3, 48-59. doi: 10.4236/jss.2015.39008.
References
[1]   OECD (2014) All on Board: Making Inclusive Growth Happen. OECD Publishing, OECD. http://www.oecd.org/inclusive-growth/All-on-Board-Making-Inclusive-Growth-Happen.pdf

[2]   OECD (2012) Higher Education. Education Today 2013: The OECD Perspective. OECD Publishing.

[3]   OECD (2013) PISA 2012 Results: Excellence through Equity (Volume II): Giving Every Student the Chance to Succeed, PISA. OECD Publishing, Paris.

[4]   OECD (2014) Education at a Glance 2014: OECD Indicators. OECD Publishing.

[5]   Cabral (2013) L’orientamento accademico e professionale degli studenti universitari com disabilità: perspettive internazionali. Thesis PhD in Culture, disabilità e inclusione: Educazione e formazione. Università degli Studi di Roma “Foro Italico”, Italy. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=5842

[6]   Ebersold, S. (2008) L’adaptation de l’enseignement supérieur au handicap: évolution, enjeux et perspectives. Dans OECD (Org). L’enseignement supérieur à l’horizon 2030-Démographie, OCDE, Paris, 241-261.

[7]   Ebersold, S. (2014) Orchestration de l’accessibilité, handicap et enseignement supérieur. In: Legos, P., Ed., Les Processus Discriminatoires Des Po-litiques du Handicap, Presses Universitaires de Grenoble, Grenoble, 147-167.

[8]   De Anna, L. (1996) L’accoglienza degli studenti disabili nelle Università. Notiziario bimestrale del Ministero dell’ Università e della Ricerca Scientifica e Tecnologica. Collana Università Ricerca, Roma, 24-48.

[9]   National Center for Education Statistics (NECS) (2009) Digest of Education Statistics 2008. US Department of Education, Washington DC.

[10]   Ministère De L’enseignement Supérieur et De La Recherche (2010) Effectifs des étudiants handicapés en universités, Paris.

[11]   OECD (1999) Inclusive Education at Work: Students with Disabilities in Mainstream Schools. OECD, Paris.

[12]   OECD (2003) Disability in Higher Education. OECD, Paris.

[13]   OECD (2011) Inclusion of Students with Disabilities in Tertiary Education and Employment: Education and Training Policy. OECD Publishing.

[14]   Mendes, E.G. (2006) A radicaliza??o do debate sobre inclus?o escolar no Brasil. Revista Brasileira de Educa??o, 33 387-405.

[15]   Defur, S.H. and Korinek, L. (2008) The Evolution toward Lifelong Learning as a Critical Transition Outcome for the 21st Century. Exceptionality, 16, 178-191.

[16]   Brown, J.M. and Kayser, T.F. (1981) Articulation: Enhancing Special Needs Students’ Transitions from Secondary to Postsecondary Vocational Education Programs. Career Development for Exceptional Individuals, 4, 3-7.

[17]   Riffel, R. and Hartley, N. (1981) Articulating Secondary Special Needs Groups into Postsecondary Programs: Some Directions for Future Research. Career Development for Exceptional Individuals, 4, 83-89.

[18]   Cordoni, B. (1982) A Directory of College LD Services. Journal of Learning Disabilities, 15, 529-534.

[19]   Dexter, B.L. (1982) Helping Learning Disabled Students Prepare for College. Journal of Learning Disabilities, 15, 344-346.

[20]   Brolin, D. and Elliott, T.R. (1984) Meeting the Lifelong Career Development Needs of Students with Handicaps: A Community College Model. Career Development for Exceptional Individuals, 7, 12-21.

[21]   Norlander, K.A., Shaw, F.M. and McGuire, H.M. (1990) Competencies of Postsecondary Education Personnel Serving Students with Learning Disabilities. Journal of Learning Disabilities, 23, 426-432.

[22]   Brinckerhoff, L.C., Shaw, S.F. and Mcguire, J.M. (1992) Promoting Access, Accommodations, and Independence for College Students with Learning Disabilities. Journal of Learning Disabilities, 25, 417-429.

[23]   Rusch, F.R., Kohler, P.D. and Rubin, S. (1994) Descriptive Analysis of OSERS-Sponsored Postsecondary Education Model Programs. Career Development for Exceptional Individuals, 17, 53-63.

[24]   Yost, D.S., Shaw, S.F., Cullen, J.P. and Bigaj, S.J. (1994) Practices and Attitudes of Postsecondary LD Service Providers in North America. Journal of Learning Disabilities, 27, 631-640.

[25]   Day, S.L. and Edwards, B.J. (1996) Assistive Technology for Postsecondary Students with Learning Disabilities. Journal of Learning Disabilities, 29, 486-492.

[26]   Raskind, M.H. and Higgins, E.L. (1998) Assistive Technology for Postsecondary Students with Learning Disabilities: An Overview. Journal of Learning Disabilities, 31, 27-40.

[27]   Landmark, L.J., Ju, S. and Zhang, D. (2010) Substantiated Best Practices in Transition: Fifteen Plus Years Later. Career Development for Exceptional Individuals, 33, 165-176.

[28]   Repetto, J.B., Mcgorray, S.P., Wang, H., Podmostko, M., Andrews, W.D., Lubbers, J. and Gritz, S. (2011) The High School Experience: What Students with and without Disabilities Report as they Leave School. Career Development for Exceptional Individuals, 34, 142-152.

[29]   Carter, E.W., Austin, D. and Trainor, A.A. (2012) Predictors of Postschool Employment Outcomes for Young Adults with Severe Disabilities. Journal of Disability Policy Studies, 23, 50-63.

[30]   Booth, T. and Ainscow, M (2002) Index for INCLUSION: Developing Learning and Participation in Schools. Centre for Studies on Inclusive Education, United Kingdom.

[31]   Halabisky, D. (2014) Entrepreneurial Activities in Europe—Entrepreneurship for People with Disabilities. OECD, Employment Policy Papers, 6, OECD Publishing.

[32]   Hauben, H., Coucheir, M., Spooren, J., Mcananey, D. and Delfosse, C. (2012) Assessing the Impact of European Governments’ Austerity plans on the Rights of People with Disabilities. European Foundation Centre (Dir.), European Report, 19-24.

[33]   Guimar?es, C.F. (2011) A??es inclusivas para permanência das pessoas com deficiência no ensino superior: Um estudo em IES de Natal/RN. Universidade Federal do Rio Grande do Norte, Brésil.

[34]   D’europe, C. (2006) Comite des Ministres. Recommandation Rec (2006) 5du Comité des Ministres aux Etats membres sur le Plan d’action du Conseil de l’Europe pour la promotion des droits et de la pleine participation des personnes handicapées à la société: Améliorer la qualité de vie des personnes handicapées en Europe—2006-2015. http://www.coe.int/t/dg3/disability/ActionPlan/PDF/Rec_2006_5_Francais.pdf

[35]   European Commission (2010) Communication from the Commission—Europe 2020: A Strategy for Smart, Sustainable and Inclusive Growth. http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2010:2020:FIN:EN:PDF

[36]   Hogstedt, C., Wegman, D.H. and Kjellstrom, T. (2007) The Consequences of Economic Globalisation on Working Conditions, Labor Relations and Workers’ Health. In: Kawachi, I. and Wamal, S. (Dir.), Globalisation and Health, Oxford University Press, Oxford.

[37]   Maclean, R. and Lai, A. (2011) Future of Technical and Vocational Education and Training: Global Challenges and Possibilities. International Journal of Training Research, 9, 2-15.

[38]   Lucisano, P. and Salerni, A. (2002) Metodologia della ricerca in educazione e formazione. Carocci editore, Roma.

[39]   Sorzio, P. (2006) La ricerca qualitativa in educazione: Problemi e metodi. Carocci, Roma.

[40]   Bardin, L. (2002) Análise de conteúdo. Edi??es, Lis-boa.

[41]   La Tour, Cabral and Rachedi-Nasri (2012) Enhancing Transition to Work for Students with Disability—A Guidance Methodology: The Synthesis Report. Suresnes: INSHEA.

[42]   Ebersold, S. (2010) Developing a Support Methodology of Disabled Students Allowing to Conjugate Effectively Academic Sucess and Access to Employment. ADAM: Leonardo da Vinci Programme (2010-1-FR1-LEO05-14481).

[43]   De Anna, L. (2003) Alla ricerca del proprio futuro. Universitas, 89, 17-22.

[44]   Mcneela E., Shevlin M. and Kenny M. (2004) Participation in Higher Education for Students with Disabilities: An Irish perspective. Disability & Society, 19, 15-30.

[45]   Grasselli, B. and Ciccani, P. (2005) La rappresentazione sociale delle persone con disabilità. Un dialogo culturale sui passaggi fondamentali del percorso di integrazione. Rivista Della SCUOLA Superiore Dell’Economia e Delle Finanze, 2, 119-126.

[46]   Patrick, C., Peach, D., Pocknee, C., Webb, F., Fletcher, M. and Pretto, G. (2009) The WIL Report: A National Scoping Study. Australian Learning and Teaching Council FINAL Report. Queensland University of Technology, Brisbane.

[47]   Maori Tertiary Reference Group (2003) Maori Tertiary Education Framework. Ministry of Education, Wellington.

[48]   Green, W., Hammer, S. and Star, C. (2009) Facing up the Challenge: Why Is It So Hard to Develop Graduate Attributes? Higher Education Research & Development, 28, 17-29.

[49]   Trede, F.V. (2010) Enhancing Communicative Spaces for Fieldwork Education in an Inland Regional Australian University. Higher Education Research & Development, 2, 373-387.

[50]   Lamb, P. (2007) Implications of the Summary of Performance for Vocational Rehabilitation Counselors. Career Development for Exceptional Individuals, 30, 3-12.

[51]   Martin, J.E., Mithaug, D.E., Cox, P., Peterson, L.Y., Van Ducke, J.L., and Cash, M.E. (2003) Increasing Self-Determination: Teaching Students to Plan, Work, Evaluate, and Adjust. Exceptional Children, 69, 431-447.

[52]   Bartlett, T. (2004) Back from the Brink: More Colleges Try to Help Students Who Struggle with Their Courses. The Chronicle of Higher Education, 50, 37-58.

[53]   Cassner-Lotto, J. and Barrington, L. (2006) Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century Workforce. http://www.p21.org/storage/documents/FINAL_REPORT_PDF09-29-06.pdf

[54]   Kakela, M., and Witte, R. (2000) Self-Disclosure of College Graduates with Learning Disabilities. Learning Disabilities: A Multidisciplinary Journal, 10, 25-31.

[55]   Heiman, T. and Precel, K. (2003) Students with Learning Disabilities in Higher Education: Academic Strategies Profile. Journal of Learning Disabilities, 36, 248-258.

[56]   Trotter, E. and Cove, G. C. (2005) Student Retention: An Exploration of the Issues Prevalent on a Vocational Degree Programme with Mainly Mature Students. Learning in Health and Social Care, 4, 29-42.

[57]   Malaguti, E. (2005) Educarsi alla resilienza: Come affrontare crisi e difficoltà e migliorarsi. Erickson, Trento.

[58]   Stallman, H. (2011) Embedding Resilience within the Tertiary Curriculum: A Feasibility Study. Higher Education Research & Development, 30, 121-133.

[59]   Gardou, C. (2006) Diversità, vulnerabilità e handicap: Per una nuova cultura della disabilità. Trento, Erickson.

[60]   Kundu, M., Dutta, A., Schiro-Geist, C. and Crandall, L. (2003). Disability Related Services: Needs and Satisfaction of Post-Secondary students. Rehabilitation Education, 17, 45-54.

[61]   Canevaro, A. (2005) L’università, gli studenti disabili e il loro progetto di vita. Integrazione Scolastica e Sociale, 4, 113-124.

[62]   De Anna, L. (2007) Riflessioni sulla Conferenza Internazionale “Le buone Prassi per l’Integrazione e l’inclusione”. L’Integrazione Scolastica e Sociale, 6, 9-26.

[63]   National Alliance for Secondary Education And Transition. (2005) National Standards and Quality Indicators: Transition Toolkit for Systems Improvement. Minneapolis: University of Minnesota, National Center on Secondary Education and Transition.

 
 
Top