TY - GEN
T1 - Higher Education for Students with Disabilities. An Overview Through the Lens of Text Min
AU - Camacho-Zuniga, Claudia
AU - Julio-Ramos, Gretel
AU - Zavala, Genaro
N1 - Publisher Copyright:
© 2023 IEEE.
PY - 2023
Y1 - 2023
N2 - Inequalities and exclusion from education were exposed and worsened during the COVID-19 pandemic; however, it forced us to recognize the need to make equality, equity, and social inclusion policies effective for all. Scientific and technological solutions to global threats depend on the formation of the maximum number of qualified human resources, which entirely relies on enabling everyone to acquire, update, and improve their knowledge, skills, and competencies through lifelong learning and higher education. To guarantee inclusive and quality education for all (UN Sustainable Development Goal 4) is hard to achieve at higher education or post-secondary levels. This research aims to provide an overview of the achievements and challenges that higher education institutions (HEI) face in fulfilling the requirements of students with disabilities (SWD). We analyzed a database of 104 abstracts from reviews of SWD in HEI published in Scopus-indexed journals between 2018 and August 2022. After data preprocessing, the text mining analysis on the corpus was visualized in word clouds and graphs. From the results, we could identify that providing access to facilities and information still dominates the research on inclusive education, and visual disability is the most frequently analyzed. The graphs reveal published research on undergraduates with disorders like Autism Spectrum (ASD), learning disorders, and visual, hearing, physical, intellectual, and psychosocial disabilities. The authors also evidenced the lack of information on the barriers and needs of SWD in HEI and potential future research to address them. Concerning the strategies to attend and care for SWD inside the classrooms, the graphs highlight Universal Design as a promising trend leading to inclusivity in higher education. The results and analyses in current research provide essential information to educational stakeholders and decision-makers inside institutions so that they can take action to embrace diversity.
AB - Inequalities and exclusion from education were exposed and worsened during the COVID-19 pandemic; however, it forced us to recognize the need to make equality, equity, and social inclusion policies effective for all. Scientific and technological solutions to global threats depend on the formation of the maximum number of qualified human resources, which entirely relies on enabling everyone to acquire, update, and improve their knowledge, skills, and competencies through lifelong learning and higher education. To guarantee inclusive and quality education for all (UN Sustainable Development Goal 4) is hard to achieve at higher education or post-secondary levels. This research aims to provide an overview of the achievements and challenges that higher education institutions (HEI) face in fulfilling the requirements of students with disabilities (SWD). We analyzed a database of 104 abstracts from reviews of SWD in HEI published in Scopus-indexed journals between 2018 and August 2022. After data preprocessing, the text mining analysis on the corpus was visualized in word clouds and graphs. From the results, we could identify that providing access to facilities and information still dominates the research on inclusive education, and visual disability is the most frequently analyzed. The graphs reveal published research on undergraduates with disorders like Autism Spectrum (ASD), learning disorders, and visual, hearing, physical, intellectual, and psychosocial disabilities. The authors also evidenced the lack of information on the barriers and needs of SWD in HEI and potential future research to address them. Concerning the strategies to attend and care for SWD inside the classrooms, the graphs highlight Universal Design as a promising trend leading to inclusivity in higher education. The results and analyses in current research provide essential information to educational stakeholders and decision-makers inside institutions so that they can take action to embrace diversity.
KW - educational innovation
KW - higher education
KW - impaired undergraduates
KW - students with disabilities
KW - text mining
KW - universal design for learning
KW - universal instructional design
UR - http://www.scopus.com/inward/record.url?scp=85158868547&partnerID=8YFLogxK
U2 - 10.1109/IEEECONF56852.2023.10104685
DO - 10.1109/IEEECONF56852.2023.10104685
M3 - Conference contribution
AN - SCOPUS:85158868547
T3 - 2023 Future of Educational Innovation-Workshop Series Data in Action, FEIWS 2023
BT - 2023 Future of Educational Innovation-Workshop Series Data in Action, FEIWS 2023
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 2023 Future of Educational Innovation-Workshop Series Data in Action, FEIWS 2023
Y2 - 16 January 2023 through 18 January 2023
ER -
