Does Inclusive Teaching Impact College Adjustment and Performance for Students with and without Disabilities?

Autor/inn/en	Beaulieu, Catherine; Larose, Simon; Heilporn, Géraldine; Bureau, Julien S.; Cellard, Caroline; Janosz, Michel; Châteauvert, Geneviève Boisclair
Titel	Does Inclusive Teaching Impact College Adjustment and Performance for Students with and without Disabilities?
Quelle	In: Journal of Postsecondary Education and Disability, 35 (2022) 3, S.229-246 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-7762
Schlagwörter	Teaching Methods; Inclusion; Students with Disabilities; College Students; Student Adjustment; Academic Achievement; Foreign Countries; Student Attitudes; Access to Education; Educational Experience; High Schools; Higher Education; Attention Deficit Hyperactivity Disorder; Mental Disorders; Learning Disabilities; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Collegestudent; Adjustment; Adaptation; Schulleistung; Ausland; Schülerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Bildungserfahrung; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mental illness; Geisteskrankheit; Learning handicap; Lernbehinderung; Kanada
Abstract	The rise in numbers of postsecondary students who require adapted services underscores the need for inclusive teaching practices to help students with disabilities adjust and succeed. Despite the growth in studies on this topic, quantitative data are lacking on the prevalence of these practices in high school and college, and their predictive ability for student adjustment and academic performance. This repeated measures study involved students attending 10 colleges in the Province of Quebec (Canada), 42% of whom disclosed a disability at college entry. Students completed a battery of online questionnaires in October 2019 (n = 1,826) and a second battery in April-May 2020 (n = 1,435). They included assessments of teachers' use of inclusive teaching practices in high school and college, as well as student adjustment and academic performance in college. Results indicate that inclusive practices were perceived by students as not universally applied, and that their prevalence varied according to teaching level and disability status. While some inclusive practices positively predicted college adjustment and academic performance, others had negative effects on these outcomes. Results are discussed in light of the principles of Universal Design for Learning and with a view to developing inclusive teaching practices in high school and college. (As Provided).
Anmerkungen	Association on Higher Education and Disability. 8015 West Kenton Circle Suite 230, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: JPED@ahead.org; Web site: https://www.ahead.org/professional-resources/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01