Undergraduate Disabled Students as Knowledge Producers Including Researchers: Perspectives of Disabled Students

Autor/inn/en	Lillywhite, Aspen; Wolbring, Gregor
Titel	Undergraduate Disabled Students as Knowledge Producers Including Researchers: Perspectives of Disabled Students
Quelle	In: Education Sciences, 12 (2022), Artikel 77 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Wolbring, Gregor)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Students with Disabilities; Research; Knowledge Level; Student Attitudes; College Students; Foreign Countries; Self Concept; Barriers; Technology; Student Role; Governance; Researchers; Canada + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Forschung; Wissensbasis; Schülerverhalten; Collegestudent; Ausland; Selbstkonzept; Technologie; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Researcher; Forscher; Kanada
Abstract	Knowledge influences policy development and policies impact disabled people. Scientific and technological advancements, including neuro-advancements and their governance, have social implications for disabled people. However, knowledge is missing on this topic. Although efforts are underway to increase the number of disabled academics, the numbers remain low. Engaging undergraduate disabled students in knowledge production, especially research, could decrease the knowledge deficit and increase the pool of disabled students considering an academic career. We performed 10 semi-structured interviews of disabled students to understand the reality of undergraduate disabled students as knowledge producers, including researchers. Using a directed thematic content analysis, we found that participants felt that undergraduate disabled students were insufficiently exposed to and supported in the identity of being knowledge producers including researchers. Participants identified ethical, legal, and social implications of science and technology and argued that undergraduate disabled students and disabled people have a role to play in the discussions of these. Exposing disabled students at the undergraduate and high school level to knowledge production including researcher identity could increase the numbers of undergraduate disabled researchers, disabled academics, and disabled students doing research in the community after graduation and decrease the knowledge gaps around the social situation of disabled people. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01