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18/05/2020 08:46:57 AM

Topic seminar: Inclusive Instruction in Duy Tan University

Inclusive Instruction in Duy Tan University 

TS. Hsu, Yun-Chin

     TS. Hsu, Tsu-Hsuan

 TS. Pei-Ju Chao


  1. Origin of Universal Design(UD)
  • The concept of Universal Design (UD) was brought by Ron Mace, an architect designer and research professor at North Carolina State University, for the purposes of building products and environments for all people regardless of their age and ability.
  1. In Educational Settings: Universal Design (UD) to Universal Design For Inclusive Instruction (UDI).
  • The concept of Universal Design for Instruction (UDI) was introduced into postsecondary education with the main objective of serving students with various characteristics, such as race, gender, age, ability, and disability (Burgstahler, 2013; Scott, Mcguire, & Shaw, 2003). 
  1. Universal Design For Inclusive Instruction (UDI)
  2. Exploring the Practices of Inclusive Instruction and Perceptions toward Disability among Vietnamese University Faculty Members

Three research questions were developed to guide the study.

  • What are the differences between attitudes toward and actions associated with inclusive instruction among Vietnamese university faculty members?
  • What are the knowledge and perceptions of Vietnamese university faculty members toward the issues of disability law and concepts, characteristics of students with disabilities, academic potential of students with disabilities, and their willingness to participate in on-campus disability training? 
  • To what extent are different demographic factors (gender, age, and previous contact experiences) associated with knowledge and attitudes of participants toward disability issues mentioned in question two?
  1. Participants
  • The total enrollment of DTU was about 18,600 students in the fall semester of 2018.
  • There were only seven students identified with a primary disability when the study was conducted (about 0.04% of the student population). 
  • These seven students were identified with physical disabilities (n = 4), followed by visual impairments (n = 2), and intellectual disabilities (n = 1).  The numbers of students without documented disabilities and students who did not disclose about their disabilities were unknown.
  • The university employed 557 full-time and 214 part-time teaching faculty members at the time the study was conducted.  The complete information was obtained from a total of 136 respondents.
  1. Awareness and Perception of College Students with Disabilities (APCSD)
  • The APCSD was created by adapting survey items that had been validated from previous studies. 
  • The APCSD contains 24 items that are divided into four constructs to explore knowledge and perceptions toward four disability issues held by Vietnamese university faculty members. 
  • These constructs are: (1) Disability Law and Concept, (2) Disability Characteristics, (3) Potential of Students with Disabilities, and (4) Willingness about Disability Training.
  1. One-way ANOVA of Age and Contact Experiences on the APCSD

 

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