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Internationally, the number of students with disabilities entering higher education institutions is on the rise. Research
estimates that 8–10% of students attending higher education are registered with disability, with learning difficulties being
the most commonly reported disability. Widening participation in higher education has been supported by legislative changes,
inclusive education practices, the use of ICT and accessible facilities and programs and, ultimately, an increasing belief
among students with disabilities that higher education maximizes their opportunities for employment and independent living.
Within the Cypriot context, research on disability, access and provision in higher education is limited. This study was a
part of a large-scale study (PERSEAS) funded by the EU. From the original sample, 15 students attending private higher education
institutions in Cyprus reported disability (i.e., sensory impairment, dyslexia, physical disabilities) and were selected for
focus group discussions. Also, interviews and focus groups were conducted with the Headmasters and teachers, respectively,
in 10 private higher education institutions. This study yielded interesting results regarding the current state of provision
(e.g., concessions for exams and assignments, infrastructure, teaching modification, counseling services) as well as issues
of social inclusion, equality of opportunity and entitlement to education. 相似文献
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Antonopoulou K Hadjikakou K Stampoltzis A Nicolaou N 《Journal of deaf studies and deaf education》2012,17(3):306-318
The present study aims to determine whether rearing a deaf or hard-of-hearing (d/hh) child would differentiate the parenting and disciplinary preference of parents between the d/hh and the hearing child. The parenting styles of 30 hearing mothers from Cyprus were assessed using the Greek version of the Parenting Styles & Dimensions Questionnaire. Additionally, mothers rated sibling interactions using the sibling inventory of behavior. The results indicated that the dominant parenting style for both the hearing and the d/hh children among the participating mothers was the authoritative type and the least prevalent parental types were the permissive and the strict. Moreover, mothers' perceptions of sibling relationship were found to be a significant factor in predicting mothers' reported parenting styles in this sample. The contribution of the present findings to our knowledge of the parenting characteristics and practices of families who have a d/hh child along with their possible implications for child and family services are discussed. 相似文献
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Kika Hadjikakou Vaso Polycarpou Anna Hadjilia 《International Journal of Disability, Development & Education》2010,57(4):403-426
This article explores the experiences of students with mobility disabilities in Cypriot higher education institutions. In order to obtain relevant information, in‐depth semi‐structured interviews were conducted with 10 Cypriot students with different forms of mobility disabilities, who attended different Cypriot higher education institutions and a variety of courses. This study yielded interesting results in terms of provision (e.g., accommodation for examinations and assignments, note‐taking services, tutorials, counselling services) as well as lecturers’ and students’ attitudes towards disability, raising interesting issues of social inclusion and rights. The quality of their experiences was affected by physical access, provision availability, positive responses by fellow students without disabilities, and the level of awareness among the members of the academic staff or the rest of the staff (e.g., cleaners, administrative officers, and accommodation staff). The findings of this study have implications at an institutional level for rethinking and refining policy and practice on disability. 相似文献
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Deaf children have been integrated into secondary schools in Cyprus since 1990. This article reports the results of a major study carried out in Cyprus, the aim of which was to evaluate for the first time the support services available for deaf children receiving their education in secondary general schools. For the purposes of our study, four types of questionnaires were designed and administered to all deaf children integrated into secondary general schools, as well as to their parents, teachers, and head teachers. All participants stressed that the support services are vital for the children's academic success and social integration. The main support services identified by the participants in our study were: one-to-one and group sessions; presence of co-coordinators (special teachers of the deaf); "acoustical treatment" of the classrooms; provision and management of personal amplification, psychological support, and counseling; and in-service training for designated teachers. The majority of the participants expressed satisfaction with the support services offered to them. They also made some suggestions for the improvement of the integration of deaf children into secondary schools in Cyprus. 相似文献
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This paper reports the results of a study that has been carried out for the first time in Cyprus, with the aim of exploring the views of head teachers on inclusion. Data were collected by means of questionnaires and a focus group meeting; 185 head teachers participated in this study. The findings indicated that overall, head teachers held positive attitudes towards inclusion of children with disabilities. The relationship among the head teachers' background factors, such as sex, administration experience, contacts with people with disabilities, possession of postgraduate titles in special education and attitudes towards inclusion were reported. This study has brought out that head teachers held overall positive attitudes towards inclusion. The findings are meaningful to the understanding of the effects of inclusion and entail various implications to facilitate it. 相似文献
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The aim of the study was to investigate for the first time the impact of educational experiences on the development of Cypriot deaf people's identity. To obtain relevant information in depth, semistructured interviews were conducted with 24 Cypriot deaf individuals ages 19-54 years who had graduated from a variety of school settings. The findings indicated that the type of school, and the academic and social experiences shared within the school between the participants and their classmates and teachers, played a crucial role in these deaf individuals' identity development. The findings have implications for curriculum development for deaf pupils, and for parents' counseling about their deaf children's development of "healthy" identities. 相似文献
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The present study investigated the current functions of Deaf clubs in Cyprus and in Greece. The researchers conducted in-depth semistructured interviews with 24 Cypriot and 22 Greek deaf individuals ages 19-54 years. The researchers found that the Deaf clubs in both countries provide a gathering place for deaf people, organize social and sport activities, and promote their demands through legislation. In addition, Deaf clubs maintain and transmit Deaf culture and history to future generations, offer Deaf role models to young deaf children and their families, and provide Deaf awareness to hearing people (e.g., through sign languages classes). The study participants also stressed the role of Deaf clubs in deaf people's lives, unity, and prospects for future progress. 相似文献
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In this study, the analytical educational experiences of 25 deaf adults are explored in relation to their identity. The qualitative analysis indicated that the most critical educational experiences for the participants' identity concerned their interactions with hearing or deaf peers and their language of communication with their peers at school. The participants with a hearing identity attended general schools, where they interacted with hearing peers in Greek, whereas the participants with a Deaf identity attended schools for the deaf, where they interacted with deaf peers in Greek Sign Language. The participants with a bicultural identity attended general schools, where they interacted with hearing peers in Greek, but they also had the chance to meet Deaf role models outside school, which played a critical role in the development of their identity. 相似文献
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