CoChat
Sign Up
Cited by 61Disability Education and EmploymentInclusion and Disability in Education and SportDisability Rights and Representation

What if we could imagine the ideal faculty? Proposals for improvement by university students with disabilities

Open access
Moriña, Anabel, Dolores Cortés-Vega, M., Molina, Víctor M.·2015·Teaching and Teacher Education
DOI 10.1016/j.tate.2015.09.008
Open this paper in CoChat — free accountOpen PDF

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1016/j.tate.2015.09.008

Cites

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Common barriers to full inclusion mentioned by students in higher education include negative faculty attitudes, stigma, college stressors, quality and accessibility of disability support services, inaccessible course design and digital materials, finances, and balancing academic and social lives.

    “In the HE context, common barriers to full inclusion that have been mentioned by students include negative faculty attitudes [50, 76, 85, 103], stigma [112], college stressors [50], the quality and accessibility of disability support services [50, 78], inaccessible course design and digital materials [78, 102], fi nances [109], and balancing academic and social lives [59, 75, 78].”

    From "I'd Never Actually Realized How Big An Impact It Had Until Now": Perspectives of University Students with Disabilities on Generative Artificial Intelligence (2025) · cites this paper as [76]

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

The citation lists haven’t been fetched yet

References 49 · Cited by 61

Research works printed but not linked: 40

  1. -Berens, L. (2011). Embracing the visual: using timelines with in-depth interviews on substance use and treatment. The Qualitative Report, 16(1), 1e9. http://www. nova.edu/ssss/QR/QR16-1/berends.pdf.
  2. -Booth, T. (1996). Sounds of still voices: issues in the use of narrative methods with people who have learning difficulties. In L. Barton (Ed.), Disability and society: Emerging issues and insights (pp. 237e255). London: Longman.
  3. -Borland, J., & James, S. (1999). The learning experience of students with disabilities in higher education. A case study of a UK university. Disability & Society, 14, 85e101. http://dx.doi.org/10.1080/09687599926398. · DOI
  4. -Burgstahler, S., Corrigan, B., & McCarter, J. (2004). Making distance learning courses accessible to students and instructors with disabilities: a case study. Internet and Higher Education, 7, 233e244. http://dx.doi.org/10.1016/ j.iheduc.2004.06.004. · DOI
  5. -Claiborne, L., Cornforth, S., Gibson, A., & Smith, A. (2010). Supporting students with impairments in higher education: social inclusion or cold comfort? Interna-tional Journal of Inclusive Education, 15(5), 513e527. http://dx.doi.org/10.1080/ 13603110903131747. · DOI
  6. -Collins, K. D. (2001). Coordination of rehabilitation services in higher education for students with psychiatric disabilities. Journal of Applied Rehabilitation Coun-seling, 31, 36e39. Avalaible at: http://0- search.proquest.com.fama.us.es/ publication/35933#.
  7. -Corbett, J., & Barton, L. (1992). A struggle for choice: Students with special needs in transition to adulthood. London: Routledge.
  8. -Coriale, L., Larson, G., & Robertson, J. (2012). Exploring the educational experience of a social work student with a disability: a narrative. Social Work Education: The International Journal,31422e434.http://dx.doi.org/10.1080/ 02615479.2011.564611. · DOI
  9. -Debram, C. C., & Salzberg, C. H. (2005). A validated curriculum to provide training to faculty regarding students with disabilities in higher education. Journal of Postsecondary Education and Disability, 18(1), 49e62.
  10. -Doughty, H., & Allan, J. (2008). Social capital and the evaluation of inclusiveness in Scottish further education colleges. Journal of Further and Higher Education, 32(3), 275e284. http://dx.doi.org/10.1080/03098770802220454. · DOI
  11. -Ferni, T., & Henning, M. (2006). From a disabling world to a new vision. In M. Adams, & S. Brown (Eds.), Towards inclusive learning in higher education (pp. 23e31). London: Routledge.
  12. -Forman, D., Nyatanga, L., & Rich, T. (2002). E-learning and educational diversity. Nurse Education Today, 22, 76e82. http://dx.doi.org/10.1054/nedt.2001.0740. · DOI
  13. -Frank, A. W. (2011). Practicing dialogical narrative analysis. In J. A. Holstein, & J. F. Gubrium (Eds.), Varieties of narrative analysis (pp. 33e52). LA: Sage Publications.
  14. -Fuller, M., Healey, M., Bradley, A., & Hall, T. (2004). Barriers to learning: a systematic study of the experience of disabled students in one university. Studies in Higher Education, 29, 303e318. http://dx.doi.org/10.1080/03075070410001682592. · DOI
  15. -Gairín, J., & Sua'rez, C. I. (2014). Clarificar e identificar a los grupos vulnerables. En J. Gairín (Coord.). Colectivos vulnerables en la Universidad. Reflexiones y propuestas para la intervención (pp. 35e61). Madrid: Wolters Kluwer España, S.A. -Goodley, D., Lawthom, R., Clough, P., & Moore, M. (2004). Researching life stories.London: Routledge.
  16. -Hadjikakou, K., & Hartas, D. (2008). Higher education provision for students with disabilities in Cyprus. Higher Education, 55, 103e119. http://dx.doi.org/10.1007/ s10734-007-9070-8. · DOI
  17. -Hanafin, J., Shevlin, M., Kenny, M., & McNeela, E. (2007). Including young people with disabilities: assessment challenges in higher education. Higher Education, 54, 435e448. http://dx.doi.org/10.1007/s10734- 006-9005-9. · DOI
  18. -Hardy, I., & Woodcock, S. (2015). Inclusive education policies: discourses of differ-ence, diversity and de'ficit. International Journal of Inclusive Education, 19(2), 141e164. http://dx.doi.org/10.1080/13603116.2014.908965. · DOI · Paper page
  19. -Hopkins, L. (2011). The path of least resistance: a voice-relational analysis of disabled students' experiences of discrimination in English universities. Inter-national Journal of Inclusive Education, 15, 711e727. http://dx.doi.org/10.1080/ 13603110903317684. · DOI
  20. M. Adams, & S. Brown (Eds.), Towards inclusive learning in higher education (pp. 56e66). London: Routledge.
  21. -James, D. (2014). Investigating the curriculum through assessment practice in higher education: the value of a 'learning cultures' approach. Higher Education, 75, 155e169. http://dx.doi.org/10.1007/s10734-013-9652-6. · DOI
  22. -Leyser, Y., Greenberger, L., Sharoni, V., & Vogel, G. (2011). Students with disabilities in teacher education: changes in faculty attitudes toward accommodations over ten years. International Journal of Special Education, 26(1), 162e174.
  23. -Mákinen, M. (2013). Becoming engaged in inclusive practices: narrative reflections on teaching as descriptors of teachers' work engagement. Teaching and Teacher Education, 35, 51e61. http://dx.doi.org/10.1016/j.tate.2013.05.005. · DOI
  24. -Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. CA, USA: Sage Publications.
  25. -Moriña, A., López, R., & Molina, V. (2015). Do lecturers aid or hinder students with disabilities: a biographical-narrative study. Higher Education Research & Development, 34(1), 147e159. http://dx.doi.org/10.1080/07294360.2014.934329. · DOI
  26. -Moswela, E., & Mukhopadhyay, S. (2011). Asking for too much? The voices of students with disabilities in Botswana. Disability & Society, 26, 307e319. http:// dx.doi.org/10.1080/09687599.2011.560414. · DOI
  27. -Murray, M., Lombardi, A., & Wren, C. T. (2011). The effects of disability-focused training on the attitudes and perceptions of university staff. Remedial and Special Education, 32(4), 290e300. http://dx.doi.org/10.1177/ 0741932510362188. · DOI
  28. -Pearson, E., & Koppi, T. (2006). Supporting staff in developing inclusive online learning. In M. Adams, & S. Brown (Eds.), Towards inclusive learning in higher education (pp. 56e66). London: Routledge.
  29. -Pliner, S. M., & Johnson, J. R. (2004). Historical, theoretical, and foundational prin-ciples of universal instructional design in higher education. Equity & Excellence in Education, 37, 105e113. http://dx.doi.org/10.1080/10665680490453913. · DOI
  30. -Redpath, J., Kearney, P., Nicholl, P., Mulvenna, P., Wallace, M. J., & Martin, S. (2013). A qualitative study of the lived experiences of disabled posttransition students in higher education institutions in Northern Ireland. Studies in Higher Education, 38(9), 1334e1350. http://dx.doi.org/10.1080/03075079.2011.622746. · DOI
  31. -Riddell, S., Tinklin, T., & Wilson, A. (2005). Disabled students in higher education.London: Routledge.
  32. -Riddell, S., & Weedon, E. (2014). Disabled students in higher education: discourses of disability and the negotiation of identity. International Journal of Educational Research, 63, 38e46. http://dx.doi.org/10.1016/j.ijer.2013.02.008. · DOI
  33. -Riessman, C. K. (2008). Narrative methods for the human sciences. LA (USA): Sage Publications.
  34. -Seale, J. (2006). E-learning and disability in higher education: Accessibility research and practice. Abingdon: Routledge.
  35. -Seale, J., Geogerson, J., Mamas, C., & Swain, J. (2015). Ot the right kind of 'digital Capital'? An examination of the complex relationship between disabled stu-dents, their technologies and higher education institutions. Computers & Edu-cation, 82, 118e128. http://dx.doi.org/10.1016/j.compedu.2014.11.007. · DOI
  36. -Shaw, J. (2009). The diversity paradox: does student diversity enhance or challenge excellence? Journal of Further and Higher Education, 33(4), 321e331. http:// dx.doi.org/10.1080/03098770903266018. · DOI
  37. -Shevlin, M., Kenny, M., & Mcneela, E. (2004). Participation in higher education for students with disabilities: an Irish perspective. Disability & Society, 19, 15e30. http://dx.doi.org/10.1080/0968759032000155604. · DOI
  38. -Warren, D. (2002). Curriculum design in a context of widening participation in higher education. Arts and Humanities in Higher Education, 1(1), 85e99. http:// dx.doi.org/10.1177/1474022202001001007. · DOI
  39. -Watchorn, V., Larkin, H., Ang, S., & Hitch, D. (2013). Strategies and effectiveness of teaching universal design in a cross-faculty setting. Teaching in Higher Education, 18, 477e490. http://dx.doi.org/10.1080/13562517.2012.752730. · DOI
  40. -Zhang, D., Landmark, L., Reber, A., Hsu, H., Kwok, O., & Benz, M. (2010). University faculty knowledge, beliefs, and practices in providing reasonable accommodations to students with disabilities. Remedial and Special Education, 31(4), 276e286. http://dx.doi.org/10.1177/0741932509338348. · DOI

Authors
Moriña, A., Dolores Cortés-Vega, M., & Molina, V. M.
Affiliations
Universidad de Sevilla (ES)
Corresponding author
Moriña, Anabel
ORCID
Venue
Teaching and Teacher Education
Publisher
Elsevier BV
Published
2015-11
Volume
52
Pages
91-98
ISSN
0742-051X (ISSN-L)
DOI
10.1016/j.tate.2015.09.008
OpenAlex
W1810398882
Cited by
61
References
49
Citations by year
2025: 4 · 2024: 4 · 2023: 3 · 2022: 9 · 2021: 15 · 2020: 10 · 2019: 5 · 2018: 5 · 2017: 4 · 2016: 1
FWCI
9.71
Type
journal article
Language
en
Open access
Licence
Locations
  • Teaching and Teacher Education (publishedVersion)
  • Deposito de Investigacion Universidad de Sevilla (University of Seville) (submittedVersion, cc-by-nc-nd)
Funders
  • Spanish Ministry of Economy and Competitiveness (EDU 2010-16264)
  • Junta de Andalucía, Proyecto de Excelencia (P11-SEJ-7255)
Topics
  • Social Sciences › Safety Research › Disability Education and Employment
  • Social Sciences › Sociology and Political Science › Inclusion and Disability in Education and Sport
  • Social Sciences › Safety Research › Disability Rights and Representation
Keywords
students with disabilities, inclusive education, higher education, curriculum adaptation, assistive technology, faculty training, alternative teaching methods

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review