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HUMAN RIGHTS: Students with Disabilities and Post-Secondary education

HUMAN RIGHTS: Students with Disabilities and Post-Secondary education. Presented by: Krystine Donato November 14 th , 2004. Outline. Background information Legislation Previous research My research. BACKGROUND: HUMAN RIGHTS AND POST-SECONDARY INSTITUTIONS.

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HUMAN RIGHTS: Students with Disabilities and Post-Secondary education

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  1. HUMAN RIGHTS:Students with Disabilitiesand Post-Secondary education Presented by: Krystine Donato November 14th, 2004

  2. Outline • Background information • Legislation • Previous research • My research

  3. BACKGROUND: HUMAN RIGHTS AND POST-SECONDARY INSTITUTIONS • Students were excluded from participating in public education • Amended in 1989 but did not include post-secondary • Choices: specialized educational settings or entered the job market

  4. UN DECLARATION STATES: • “Everyone has a right to education”. • “Education shall be directed to the full development of personality and to the strengthening of respect for human rights and fundamental freedoms”.

  5. Students with disabilitiesPrior to 1980s • Many students with disabilities were denied acceptance to any post-secondary institution • A study done in the mid-1970s showed that of applicant with disabilities: • 18% were blind, 27% were in wheelchairs, 22% were deaf

  6. Statistics: after the 1990s • Conclusions are more specific to disability categories • 41% had a learning disability, 19% had health related disabilities, 13% were either partially sighted or blind, 12% were hearing impaired, 9% had physical impairments, 5% had speech impairments • Additionally 22% reported having other disabilities

  7. Legislation and social policy • Supports the rights of students with disabilities • Recognizes a student’s need for empowerment and self-determination • “the very idea of a right is that it should be recognized without view to inconvenience, competing priorities and disruptive effect” (Gilson, 1996)

  8. Canada and the United States • Both have had several political movements to ensure that education is made accessible for students with disabilities • Canada’s disability movement has been clearly defined through “inclusion of equality guarantees for people with disabilities in its constitution” (Baker, D. 1993)

  9. Early Legislation • The early 1970s saw a focus on improving conditions for people with disabilities • United States brought forth Section 504 of the Rehabilitation Act of 1973 • Ontario brought forth its legislation in the early 1980s with Bill 181 Education Act. This Act was revised again in 1998.

  10. Legislation cont’d • Section 504 directly impacted students with disabilities in higher education • Outlined the responsibilities of higher educational institutions imposing an affirmative action obligation for providing equal opportunity • Americans with Disabilities Act of 1990 • Provides more accountability

  11. Ontario’s Bill 181 • Requires school boards to accommodate for students with disabilities • Did not require post-secondary institutions to accommodate

  12. Ontarians with DisabilitiesAct, 2001 • Was introduced in an effort to make life for people with disabilities more mainstreamed • Post-secondary institutions hold a crucial role. • Increases awareness and the quality of life for persons with disabilities

  13. Previous Research • Most of the literature focuses on either the student with a disability, faculty members or administration. • We see a trend of “pointing fingers” • Research tends to focus on areas of concern rather than what actually works

  14. My Research • The proposed research will explore perceptions of barriers and experience with accommodations with students with disabilities and faculty members at one Ontario University. • When looking at the barriers students with disabilities face in post secondary institutions issues range from physical access to institutional policy. • My thesis will shed light on some of the issues from the perspective of students with disabilities and faculty members using parallel data collection formats.

  15. Goals of Proposed Research • To provide a description of the experiences and anticipated needs of a group of post secondary students with disabilities • To provide a description of the experiences and challenges of faculty who are attempting to accommodate the needs of students with disabilities

  16. Anticipated Outcomes of Proposed Research • To assist academic administrators in developing policies that support accommodations of students with disabilities • To inform faculty about the needs of students with disabilities to assist them to be more effective in their instructional accommodations • To inform students about the challenges faced by faculty as they attempt to accommodate the needs of students with disabilities so they can be more effective self-advocates.

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