Curricular Adaptations for Deaf and Hard of Hearing Students at UNED University

  1. Mario Pena 1
  2. José M. Suárez 1
  3. Roberto Baelo 2
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

  2. 2 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

Journal:
Bordón: Revista de pedagogía

ISSN: 0210-5934,  2340-6577

Year of publication: 2016

Volume: 68

Issue: 3

Pages: 91-106

Type: Article

DOI: 10.13042/BORDON.2016.68401 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Bordón: Revista de pedagogía

Abstract

INTRODUCTION. This paper examines the degree of satisfaction with curricular adaptations shown by deaf and hard of hearing students enrolled at the Universidad Nacional de Educación a Distancia (UNED), as well as the resulting benefits they perceived in terms of their selfefficacy, reduction in pre-examination anxiety and social support for study. METHOD. A total of 133 students with hearing disabilities participated in this study. Out of these 133 students, 28 were accorded some kind of adaptation, which represented almost all (84.84%) of the students at UNED who have received an adaptation. Data collection was achieved via an online questionnaire designed specifically for this study. All analyses were performed using statistical software package SPSS for Windows, version 21.0. RESULTS. The results indicate a high level of perceived satisfaction among students who were accorded curricular adaptations, and a relationship was observed between the demand for adaptations and student satisfaction. The results also reveal that the greatest perceived benefit was obtained in relation to a reduction in anxiety in examination situations, followed, although moderately, by benefits in relation to selfefficacy and social support. DISCUSSION. It is necessary to continue conducting an in-depth exploration of how the request for adaptions and the concession of them can influence the academic life of students with disabilities. Here, the aim is to achieve full inclusion in university life and the acquisition of the competencies that will equip students with disabilities to enter the labour market with the same opportunities as other students.

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Funding information

This research was supported by the Royal Board on Disability, an autonomous body affiliated to the Spanish Ministry of Health, Social Services and Equality.

Funders

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