Access and Inclusion: The Experiences of Postsecondary Students with Mobility-Related Physical Disabilities

Canadian Journal of Disability Studies

article

Lauren Moritz  Lois Jackson¹  Jacqueline Gahagan¹  Lynn Shaw² 

[1] School of Health and Human Performance, Dalhousie University;School of Occupational Therapy, Dalhousie University

关键词: Post-secondary students;    mobility-related physical disabilities;    physical and social environments;    access;    inclusion;    barriers;    facilitator;   

DOI  :  10.15353/cjds.v11i2.893

学科分类：生物化学工程

来源: Canadian Disability Studies Association

【 摘 要 】

Relatively little is known about how physical and social environments influence access to and inclusion in educational and leisure activities for students with a mobility-related physical disability attending a post-secondary institution. Understanding how environments shape access is important because educational and leisure activities affect one’s emotional, social, mental, and physical health. The aim of this qualitative exploratory study was to gain an understanding of the lived experiences of access and inclusion for students with a mobility-related physical disability, and specifically, the barriers and facilitators within the physical and social environments which shape access and inclusion. One-on-one semi-structured interviews were conducted with nine students attending a post-secondary institution in Nova Scotia, Canada who self-identified as living with a mobility-related physical disability. From an analysis of the interviews, five themes emerged: 1) navigating disclosure; 2) invisibility (and passing) and visibility; 3) accommodations and supports; 4) the prevailing conceptualization of mobility-related disabilities; and 5) places and spaces for the “normal” body. Although there have been actions taken by the post-secondary institution to transform environments and improve access and inclusion, additional efforts are urgently needed, and it is suggested that Universal Design is one possible strategy.

【 授权许可】

CC BY-NC-ND