Access Education: What Is Needed to Have Accessible Higher Education for Students with Disabilities in Jordan?

Autor/inn/en	Alsalem, Gheed Mufied; Doush, Iyad Abu
Titel	Access Education: What Is Needed to Have Accessible Higher Education for Students with Disabilities in Jordan?
Quelle	In: International Journal of Special Education, 33 (2018) 3, S.541-561 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Foreign Countries; Disabilities; College Students; Access to Education; Barriers; Access to Computers; Laboratories; Accessibility (for Disabled); College Libraries; Web Sites; Knowledge Level; Training; School Personnel; Jordan + Suchen Sie Ihr Suchwort? Ausland; Handicap; Behinderung; Collegestudent; Education; Access; Bildung; Zugang; Bildungszugang; Laboratory; Laboratorium; Accessibility; Zugänglichkeit; College; Library; Libraries; Hochschule; Fachhochschule; Bibliothek; Universitätsbibliothek; Web-Design; Wissensbasis; Ausbildung; Schulpersonal
Abstract	The number of students with disabilities attending universities is increased, and several challenges face them in higher education institutions. This study aims to determine accessibility needs of computer laboratories, libraries and websites for students with disabilities at Jordanian universities and colleges. The sample consists of staff in computer laboratories and libraries, web developers and e-learning staff to identify environmental and technological barriers from their perspective, as well as, to check their knowledge about assistive technology (AT) and issues related to accessibility. Questionnaires and expert review methods are used to test accessibility of websites in the investigated universities and colleges. Results indicated that current status of accessibility does not meet the expectations of equal access nor the needs of students with disabilities where there is shortages of ATs in computer labs and libraries, lack of awareness and insufficient training for the universities' staff and web developers related to accessibility issues, and all the evaluated universities web sites are inaccessible. Implications that should be contemplated by policy makers are highlighted and other recommendations are explored. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01