HIGHER-EDUCATION TEACHING STAFF ATTITUDES TOWARDS ADJUSTMENTS OF THE ACADEMIC PROCESS FOR STUDENTS WITH SPECIAL NEEDS
Adjustments to the academic process are one of the most crucial factors that enable students with special educational needs (SEN) to succeed in higher education. They can also be viewed as positive discrimination, enabling students with SEN to fully participate in their studies and achieve their edu...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
CEOs Ltd.
2023-01-01
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| Series: | Innovative Issues and Approaches in Social Sciences |
| Subjects: | |
| Online Access: | http://www.iiass.com/pdf/IIASS-2023-art2.pdf |
| _version_ | 1828042057231368192 |
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| author | Živa Jakšić Ivačič Milena Košak Babuder |
| author_facet | Živa Jakšić Ivačič Milena Košak Babuder |
| author_sort | Živa Jakšić Ivačič |
| collection | DOAJ |
| description | Adjustments to the academic process are one of the most crucial factors that enable students with special educational needs (SEN) to succeed in higher education. They can also be viewed as positive discrimination, enabling students with SEN to fully participate in their studies and achieve their educational goals. Students with SEN can be as successful in their studies as their peers without SEN, provided that higher-education teaching staff adjust the academic process. However, willingness to adjust in the academic process is also influenced by teachers’ attitudes toward and provision of adjustments. Research shows that the more positive higher-education teacher' attitudes toward adjustments are, the greater their willingness to adapt the academic process. In the present study, we investigated the attitudes of higher-education teaching staff involved in the teaching process at the University of Ljubljana, Slovenia, towards adjustments in the academic process for different groups of students with SEN. We found that higher-education teaching staff have a positive attitude towards adjustments in the academic process for all groups of students with SEN, but there is a greater reluctance to adapt the academic process for students with emotional and behavioural problems, blind and visually impaired students, and students with speech and language disorders. |
| first_indexed | 2024-04-10T17:25:28Z |
| format | Article |
| id | doaj.art-f4a2fbdd58574995826f812b44099c6f |
| institution | Directory Open Access Journal |
| issn | 1855-0541 |
| language | English |
| last_indexed | 2024-04-10T17:25:28Z |
| publishDate | 2023-01-01 |
| publisher | CEOs Ltd. |
| record_format | Article |
| series | Innovative Issues and Approaches in Social Sciences |
| spelling | doaj.art-f4a2fbdd58574995826f812b44099c6f2023-02-04T16:59:32ZengCEOs Ltd.Innovative Issues and Approaches in Social Sciences1855-05412023-01-0116https://doi.org/10.5281/zenodo.7605644HIGHER-EDUCATION TEACHING STAFF ATTITUDES TOWARDS ADJUSTMENTS OF THE ACADEMIC PROCESS FOR STUDENTS WITH SPECIAL NEEDSŽiva Jakšić IvačičMilena Košak BabuderAdjustments to the academic process are one of the most crucial factors that enable students with special educational needs (SEN) to succeed in higher education. They can also be viewed as positive discrimination, enabling students with SEN to fully participate in their studies and achieve their educational goals. Students with SEN can be as successful in their studies as their peers without SEN, provided that higher-education teaching staff adjust the academic process. However, willingness to adjust in the academic process is also influenced by teachers’ attitudes toward and provision of adjustments. Research shows that the more positive higher-education teacher' attitudes toward adjustments are, the greater their willingness to adapt the academic process. In the present study, we investigated the attitudes of higher-education teaching staff involved in the teaching process at the University of Ljubljana, Slovenia, towards adjustments in the academic process for different groups of students with SEN. We found that higher-education teaching staff have a positive attitude towards adjustments in the academic process for all groups of students with SEN, but there is a greater reluctance to adapt the academic process for students with emotional and behavioural problems, blind and visually impaired students, and students with speech and language disorders.http://www.iiass.com/pdf/IIASS-2023-art2.pdfhigher education teachers’ attitudesadjustmentstudents with special educational needsinclusion |
| spellingShingle | Živa Jakšić Ivačič Milena Košak Babuder HIGHER-EDUCATION TEACHING STAFF ATTITUDES TOWARDS ADJUSTMENTS OF THE ACADEMIC PROCESS FOR STUDENTS WITH SPECIAL NEEDS Innovative Issues and Approaches in Social Sciences higher education teachers’ attitudes adjustment students with special educational needs inclusion |
| title | HIGHER-EDUCATION TEACHING STAFF ATTITUDES TOWARDS ADJUSTMENTS OF THE ACADEMIC PROCESS FOR STUDENTS WITH SPECIAL NEEDS |
| title_full | HIGHER-EDUCATION TEACHING STAFF ATTITUDES TOWARDS ADJUSTMENTS OF THE ACADEMIC PROCESS FOR STUDENTS WITH SPECIAL NEEDS |
| title_fullStr | HIGHER-EDUCATION TEACHING STAFF ATTITUDES TOWARDS ADJUSTMENTS OF THE ACADEMIC PROCESS FOR STUDENTS WITH SPECIAL NEEDS |
| title_full_unstemmed | HIGHER-EDUCATION TEACHING STAFF ATTITUDES TOWARDS ADJUSTMENTS OF THE ACADEMIC PROCESS FOR STUDENTS WITH SPECIAL NEEDS |
| title_short | HIGHER-EDUCATION TEACHING STAFF ATTITUDES TOWARDS ADJUSTMENTS OF THE ACADEMIC PROCESS FOR STUDENTS WITH SPECIAL NEEDS |
| title_sort | higher education teaching staff attitudes towards adjustments of the academic process for students with special needs |
| topic | higher education teachers’ attitudes adjustment students with special educational needs inclusion |
| url | http://www.iiass.com/pdf/IIASS-2023-art2.pdf |
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