Social support and academic success for college students with disabilities: Do relationship types matter?

Social support experiences of students and clinicians with disabilities in health professions

Social support is vital in promoting the health, well-being, and performance of students and clinicians in health professions. Health settings' demanding and competitive nature imposes unique challenges on students and clinicians with disabilities. This paper aims to explore the trajectories and experiences of social support interactions amongst students and clinicians with disabilities in health professions. In a qualitative longitudinal study, 124 in-depth semi-structured interviews were conducted with 27 health students and 29 health clinicians with disabilities. Data analysis was informed by grounded theory as an adapted analytic approach involving constant comparisons. A few main characteristics of social support and trajectories in which social support is negotiated emerged from the data: (1) The need to be accepted and not questioned when asking for support, (2) Support interactions that do not heighten otherness, (3) Failure to acknowledge the challenges, (4) Interactions that support the process of disclosure (5) Interactions that allow mobilization of social support without strain or an extra effort. These findings have important implications for designing more supportive health professions, educational programs, and workplaces for people living with disabilities.

Learning analytics in support of inclusiveness and disabled students: a systematic review

This article maps considerations of inclusiveness and support for students with disabilities by reviewing articles within the field of learning analytics. The study involved a PRISMA-informed systematic review of two popular digital libraries, namely Clarivate's Web of Science, and Elsevier's Scopus for peer-reviewed journal articles and conference proceedings. A final corpus of 26 articles was analysed. Findings show that although the field of learning analytics emerged in 2011, none of the studies identified here covered topics of inclusiveness in education before the year of 2016. Screening also shows that learning analytics provides great potential to promote inclusiveness in terms of reducing discrimination, increasing retention among disadvantaged students, and validating particular learning designs for marginalised groups. Gaps in this potential are also identified. The article aims to provide valuable insight into what is known about learning analytics and inclusiveness and contribute knowledge to this particular nascent area for researchers and institutional stakeholders.

Types and Sources of Social Support Accessible to University Students with Disabilities in Saudi Arabia during the COVID-19 Pandemic

University students with disabilities face an increased risk of experiencing negative implications in educational, psychological, and social spheres during the COVID-19 pandemic. This study aimed at assessing various dimensions of social support and its sources during the COVID-19 pandemic that availed university students with disabilities. This cross-sectional descriptive study collected data from 53 university students with disabilities. We administered the Social Support Scale (SSC) to assess five dimensions: informational, emotional, esteem, social integration and tangible support, and access to social support from four sources: family, friends, teachers, and colleagues. Multiple regression analysis showed that university students with disabilities mainly relied upon their friends for informational support (β = 0.64; p < 0.001), emotional support (β = 0.52; p < 0.001), and social integration support (β = 0.57; p < 0.001). Family members (β = 0.406; p < 0.01) and colleagues (β = 0.36; p < 0.01) provided esteem support to students with disabilities. Support from teachers demonstrated an association with informational support (β = 0.24; p < 0.05). The findings from the current study suggest that students with disabilities primarily sought informational, emotional, and social integration support from their peers. Although teachers were the primary source of informational support, emotional and esteem support were not found to be significantly associated with them. These findings necessitate exploring the underlying factors and how to enhance them during unusual circumstances such as online distance education and social distancing.

Incidence and persistence of psychological distress during the COVID-19 pandemic among individuals with and without disability

OBJECTIVES

We investigated the incidence (becoming distressed at the follow-up) and persistence (distressed at the baseline and the follow-up) of psychological distress among individuals with and without disability in the period from early 2017 (before the COVID-19 pandemic) to late 2020 (the second wave of the pandemic).

METHODS

We analyzed the population-based FinHealth 2017 survey and its follow-up conducted in 2020 (number of individuals who participated in both surveys: n = 4881; age = 18+). Logistic regressions were applied to investigate differences in the incidence and persistence of psychological distress between people with and without disability. We also investigated whether age, quality of life at the baseline, and perceived increase in loneliness during the COVID-19 pandemic moderated the association between disability and the incidence of distress.

RESULTS

The incidence of psychological distress was higher (OR = 3.01, 95% CI:2.09-4.35) for people with disability (18.9%) than among those without (7.4%), being highest (31.5%) among the youngest participants with disability, aged 18 to 39. People with disability who had a poor quality of life at the baseline were particularly prone to become distressed during the follow-up. People who reported perceived increase in loneliness during the pandemic were prone to become distressed at the follow-up regardless of their disability status. The persistence of distress was more common (OR = 6.00, 95% CI:3.53-10.12) among people with disability (65.7%) than among those without (24.9%).

CONCLUSION

The COVID-19 pandemic had more negative mental health effects on people with disability, especially adults with disability who were young and had a low quality of life before the pandemic.

Perceived Knowledge and Attitudes of Faculty Members towards Inclusive Education for Students with Disabilities: Evidence from a Greek University

The current paper aimed at investigating factors affecting the perceptions and attitudes of faculty members towards inclusive education for students with disabilities in a Greek University. A questionnaire, based on the “Expanding Cultural Awareness of Exceptional Learners-ExCEL” was distributed online to 311 faculty members, during the first semester of 2020. The questionnaire explored participants’ sociodemographic and academic background, prior training and personal experience with disability, perceived knowledge, beliefs and attitudes towards inclusive education practices. A total of 80 questionnaires were completed (males 56.3%; aged 41–50 years 43.7%; working experience > 16 years 52.4%; prior training on disability 77.5%). Factor analysis identified four constructs relevant to: (a) perceived knowledge regarding the legal framework (“Perceived Knowledge”), (b) intention towards the provision of general accommodations in class (“Help in Class”), (c) intention towards resource provision (“Material Offer”), and (d) beliefs about the provision of accommodations to students with disabilities (“Negative Attitude”). Gender, faculty subject and prior training on disability were shown to affect the participants’ “Perceived Knowledge”, while working position was shown to affect “Material Offer”. Age, working experience, and personal experience with disability did not reveal any significant effect. More research is needed to investigate the attitudinal and practical barriers of faculty members towards meeting students’ educational needs.

An Examination of the Relationship of Core Self-Evaluations and Life Satisfaction in College Students With Disabilities

For many students with disabilities, the transition from high school to a postsecondary educational institution can be challenging as they navigate a new environment with new or different supports. Recent research has demonstrated strong relationships between core self-evaluations (CSE) and a variety of psychosocial and employment outcomes in individuals with disabilities. The purpose of this study was to test a mediation model of the relationship between CSE and life satisfaction in 195 college students with disabilities. Hayes’ (2018) PROCESS macro for SPSS was used to evaluate the model. The results showed that acceptance of disability, social support from significant others, employment-related self-efficacy, and social self-efficacy partially mediated the relationship between CSE and life satisfaction. The direct effect of CSE on life satisfaction was still significant after controlling for the effects of all mediators. Overall, CSE affected life satisfaction in college students with disabilities, both directly and indirectly, through improved disability acceptance, greater support from significant others, increased employment-related self-efficacy, and improved social self-efficacy. Implications of the results to improve life satisfaction in college students with disabilities are discussed.