Attitudes towards disability in higher education

In this article, we present data concerning the attitudes towards disability of students in higher education (HE) at a Spanish university. This research is part of a wider project designed to understand these attitudes at other Spanish universities and Brazilian and Portuguese universities. The tota...

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Detalles Bibliográficos
Autores: Gràcia Garcia, Marta, Pereira Leite, Lúcia, Cañete-Massé, Cristina
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/188745
Acceso en línea:https://hdl.handle.net/2445/188745
Access Level:acceso abierto
Palabra clave:Discapacitat física
Educació superior
Educació inclusiva
Estudiants universitaris
Disabilities
Higher education
Inclusive education
College students
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spelling Attitudes towards disability in higher educationGràcia Garcia, MartaPereira Leite, LúciaCañete-Massé, CristinaDiscapacitat físicaEducació superiorEducació inclusivaEstudiants universitarisDisabilitiesHigher educationInclusive educationCollege studentsIn this article, we present data concerning the attitudes towards disability of students in higher education (HE) at a Spanish university. This research is part of a wider project designed to understand these attitudes at other Spanish universities and Brazilian and Portuguese universities. The total sample was composed of 609 students (mean age: 24.41; standard deviation, SD: 9.84), including undergraduates (85.7%) and postgraduates (14.3%) from different faculties at the University of Barcelona. Seventy-seven percent of the sample were women, and 6.1% had some disability. The first part of the instrument used collects sociodemographic information. The second part contains 43 statements grouped in three blocks: 17 relating to the biological model of disability, 15 to the social model, and 11 to the metaphysical perspective. The results showed the predominance of agreement with the social and biological conceptions of disability. Moreover, significant differences were found among the students' attitudes related to their year of study, age, faculty, and absence of disability. The results obtained represent a first step regarding the need to give a voice to students with a disability in the processes required for their social inclusion.Universitat de Barcelona2022202320222022info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion9 p.application/pdfhttps://hdl.handle.net/2445/188745Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a: https://doi.org/10.1344/ANPSIC2022.52/2.37061Anuario de Psicología, 2022, vol. 52, num. 2, p. 137-145https://doi.org/10.1344/ANPSIC2022.52/2.37061(c) Universitat de Barcelona, 2022info:eu-repo/semantics/openAccessoai:recercat.cat:2445/1887452026-05-29T05:05:01Z
dc.title.none.fl_str_mv Attitudes towards disability in higher education
title Attitudes towards disability in higher education
spellingShingle Attitudes towards disability in higher education
Gràcia Garcia, Marta
Discapacitat física
Educació superior
Educació inclusiva
Estudiants universitaris
Disabilities
Higher education
Inclusive education
College students
title_short Attitudes towards disability in higher education
title_full Attitudes towards disability in higher education
title_fullStr Attitudes towards disability in higher education
title_full_unstemmed Attitudes towards disability in higher education
title_sort Attitudes towards disability in higher education
dc.creator.none.fl_str_mv Gràcia Garcia, Marta
Pereira Leite, Lúcia
Cañete-Massé, Cristina
author Gràcia Garcia, Marta
author_facet Gràcia Garcia, Marta
Pereira Leite, Lúcia
Cañete-Massé, Cristina
author_role author
author2 Pereira Leite, Lúcia
Cañete-Massé, Cristina
author2_role author
author
dc.subject.none.fl_str_mv Discapacitat física
Educació superior
Educació inclusiva
Estudiants universitaris
Disabilities
Higher education
Inclusive education
College students
topic Discapacitat física
Educació superior
Educació inclusiva
Estudiants universitaris
Disabilities
Higher education
Inclusive education
College students
description In this article, we present data concerning the attitudes towards disability of students in higher education (HE) at a Spanish university. This research is part of a wider project designed to understand these attitudes at other Spanish universities and Brazilian and Portuguese universities. The total sample was composed of 609 students (mean age: 24.41; standard deviation, SD: 9.84), including undergraduates (85.7%) and postgraduates (14.3%) from different faculties at the University of Barcelona. Seventy-seven percent of the sample were women, and 6.1% had some disability. The first part of the instrument used collects sociodemographic information. The second part contains 43 statements grouped in three blocks: 17 relating to the biological model of disability, 15 to the social model, and 11 to the metaphysical perspective. The results showed the predominance of agreement with the social and biological conceptions of disability. Moreover, significant differences were found among the students' attitudes related to their year of study, age, faculty, and absence of disability. The results obtained represent a first step regarding the need to give a voice to students with a disability in the processes required for their social inclusion.
publishDate 2022
dc.date.none.fl_str_mv 2022
2022
2022
2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/188745
url https://hdl.handle.net/2445/188745
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.1344/ANPSIC2022.52/2.37061
Anuario de Psicología, 2022, vol. 52, num. 2, p. 137-145
https://doi.org/10.1344/ANPSIC2022.52/2.37061
dc.rights.none.fl_str_mv (c) Universitat de Barcelona, 2022
info:eu-repo/semantics/openAccess
rights_invalid_str_mv (c) Universitat de Barcelona, 2022
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 9 p.
application/pdf
dc.publisher.none.fl_str_mv Universitat de Barcelona
publisher.none.fl_str_mv Universitat de Barcelona
dc.source.none.fl_str_mv Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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