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

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Title: Does Inclusive Teaching Impact College Adjustment and Performance for Students with and without Disabilities?
Language: English
Authors: Beaulieu, Catherine, Larose, Simon, Heilporn, Géraldine, Bureau, Julien S., Cellard, Caroline, Janosz, Michel, Châteauvert, Geneviève Boisclair
Source: Journal of Postsecondary Education and Disability. 2022 35(3):229-246.
Availability: 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
Peer Reviewed: Y
Page Count: 18
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
High Schools
Secondary Education
Descriptors: 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
Geographic Terms: Canada
ISSN: 2379-7762
2328-3343
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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1383742
Database: ERIC
FullText Text:
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  Data: Does Inclusive Teaching Impact College Adjustment and Performance for Students with and without Disabilities?
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Postsecondary+Education+and+Disability%22"><i>Journal of Postsecondary Education and Disability</i></searchLink>. 2022 35(3):229-246.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Deficit+Hyperactivity+Disorder%22">Attention Deficit Hyperactivity Disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Disorders%22">Mental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 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.
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  Data: 2023
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  Data: EJ1383742
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 229
    Subjects:
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Student Adjustment
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Educational Experience
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Attention Deficit Hyperactivity Disorder
        Type: general
      – SubjectFull: Mental Disorders
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: Does Inclusive Teaching Impact College Adjustment and Performance for Students with and without Disabilities?
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              Type: published
              Y: 2022
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