Matching Items (2)
Filtering by
- All Subjects: Students with disabilities
- Creators: Arzubiaga, Angela
Description
ABSTRACTMost colleges1
do not advertise all accommodations that are available to students
nor do all institutions offer the same accommodations. This can be seen in instances
where some universities allow students to listen to music during testing. Music has been
shown to benefit students with various disabilities and help with focus and stress
reduction, but this accommodation is not readily accessible to students. Music and
accommodations, in general, are still viewed as predominantly “privileges” or
“advantages” rather than rights promoting equity, diversity, inclusion for all students, and
improved testing environments. Obtaining accommodations is based on the dominant
medical model which emphasizes impairments rather than accessibility during the
registration process. This research examines disability office websites for 50 land grant
colleges across the United States to determine if listening to music is listed as a testing
accommodation and the accessibility of that information. Of the 50 colleges, five
universities had “listening to music during exams or tests” on their websites, and three of
the five had the information in the faculty or student handbook, not easily accessible.
Only two universities, Virginia Tech, and Washington State University, had information
about music listening on their disability website. Future research should address the
problem of “accommodations” versus “accessibility” as a right including the
inconsistency of finding accommodation information such as listening to music during
testing.
1 The terms college(s) and university(ies) will be used interchangeably throughout
ContributorsGarcia, Isaac Chance (Author) / Oliverio Lauderdale, Annamaria (Thesis advisor) / Hlava, Terri (Committee member) / Arzubiaga, Angela (Committee member) / Arizona State University (Publisher)
Created2024
Description
Inclusive education has become a global movement through the policies of the United Nations Educational, Scientific, and Cultural Organization (e.g., Salamanca Statement). These policies led many developing nations to adopt these policies in their national policy agendas. Turkey has developed inclusive education policies that deal with the education of students with disabilities (SwD). However, although SwD are the largest group who are marginalized and excluded from educational opportunities, there are other groups (e.g., cultural-linguistic minorities) who experience educational inequities in access and participation in learning opportunities and deal with enduring marginalization in education. This study examined a) Turkish teachers’ and parents’ conceptualizations of inclusive education for diverse groups of students, namely SwD, Kurdish students (KS), and girls, who experience educational inequities, b) how their construction of students’ identities influenced students' educational experiences in relation to inclusive education, c) how their stories revealed identities, differences and power, and what role privilege played in marginalization, labeling, and exclusion of students within conceptualizations of inclusive education. I used cultural historical activity theory (Engeström, 1999) and figured worlds (Holland et al., 1998) to understand the teachers’ and parents’ interpretations and experiences about inclusive education. This qualitative study was conducted in four different schools in Maki, a small southwestern city in Turkey. A classroom photo, with a vignette written description, and a movie documentary were used as stimuli to generate focus group discussions and individual interviews. I conducted classroom observations to explore the context of schooling and how students were positioned within the classrooms. Classroom artifacts were additionally collected, and the data were analyzed using a constant-comparative method. The study findings demonstrated that students had different equity struggles in access, meaningful participation, and having equal outcomes in their education. The education activity system was not inclusive, but rather was exclusive by serving only certain students. SwD and girls had difficulty accessing education due to cultural-historical practices and institutional culture. On the other hand, Turkish-only language policy and practices created tensions for KS to participate fully in education activity systems. Although stakeholders advocated girls’ education, many of them constructed SwD’s and KS’ identities from deficit perspectives.
ContributorsKilinc, Sultan (Author) / Arzubiaga, Angela (Thesis advisor) / Kozleski, Elizabeth B. (Thesis advisor) / Swadener, Elizabeth Blue (Committee member) / Arizona State University (Publisher)
Created2016