GOOD PRACTICES OF ACCESSIBILITY ASSURANCE IN EUROPEAN AND US. UNIVERSITIES FOR STUDENTS WITH DISABILITIES
Keywords:
students with disabilities, support institution, accessibility modalitiesAbstract
The facilitation of the access of students with
disabilities to different activities from university is
actually a common and an important issue. The
modalities for assurance of this principle are various
and  adapted  to  the  general  policies  or  specific
procedures in each university, but more important to the
students’ needs. In this article, we want to identify the
types of accessibilities for students with disabilities
form US. and European universities. We analyse the
information available on the sites of universities (32
support centres for students with disabilities from US.
and 26 from Europe) from the same content analysis
indicators. Also, we made a comparative analyse
between the results of the two selected samples. The
content analyse reveals the similarities and differences
between  the  support  centres  for  students  with
disabilities from the two samples. The analysed good
practices models of accessibility assurance for students
with disabilities could be optimised on a particular
dimension in each university case. Only a few support
institutions, mostly from US. universities, make visible
on their web sites all the modalities for accessibility
presented in this article.
The facilitation of the access of students with
disabilities to different activities from university is
actually a common and an important issue. The
modalities for assurance of this principle are various
and  adapted  to  the  general  policies  or  specific
procedures in each university, but more important to the
students’ needs. In this article, we want to identify the
types of accessibilities for students with disabilities
form US. and European universities. We analyse the
information available on the sites of universities (32
support centres for students with disabilities from US.
and 26 from Europe) from the same content analysis
indicators. Also, we made a comparative analyse
between the results of the two selected samples. The
content analyse reveals the similarities and differences
between  the  support  centres  for  students  with
disabilities from the two samples. The analysed good
practices models of accessibility assurance for students
with disabilities could be optimised on a particular
dimension in each university case. Only a few support
institutions, mostly from US. universities, make visible
on their web sites all the modalities for accessibility
presented in this article.
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