NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ773911
Record Type: Journal
Publication Date: 2007
Pages: 22
Abstractor: Author
Reference Count: 41
ISSN: ISSN-1183-322X
Inclusive Education at the Post-Secondary Level: Attitudes of Students and Professors
Hindes, Yvonne; Mather, Jennifer
Exceptionality Education Canada, v17 n1 p107-128 2007
Little research has focused on inclusion of students with disabilities at the university level. We asked students and professors at the University of Lethbridge to indicate their acceptance of three levels of inclusion (included in classes, provided with assistance and provided with professorial accommodation) for students with five categories of disabilities (sensory, language, motor, attention and psychiatric disabilities). Participants' attitudes were rated on a seven point scale. Attitudes were more negative toward students with psychiatric and attention disabilities than those with sensory, language, or motor disabilities. Providing professorial accommodations was also rated as less favourable than inclusion in classes and providing assistance. Attempts must continue to be made to ensure full inclusion at the university level. Increased awareness of professors, students and the general public is required before individuals with disabilities can overcome the barriers preventing them from full acceptance. (Contains 2 figures.)
Exceptionality Education Canada. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada