Accommodating students with special needs in higher education institutions

Abstract

This mixed-methods research determined the level of readiness of higher education institutions in accommodating students with special needs in terms of school policies, curriculum, auxiliary aids, and services, student support services, physical equipment and facilities, and special training of faculty and staff. The deans, student support heads, faculty, and staff of the participating higher education institutions were selected as informants. A validated researcher-made rating scale and interview schedule were utilized. Statistical tools employed were mean and standard deviation. A formal system has been adopted to summarize emerging themes and make meaning. Results of the study revealed that the participating higher education institutions were ready to accommodate students with special needs as a whole and in terms of school policies, field of curriculum, auxiliary aids and services, student support services, physical equipment and facilities, and special training of faculty and staff. This study further revealed the strengths and practices of the participating higher education institutions: (1) HEIS have no written policies regarding admission of students with special needs however, their admission is flexible; (2) Curriculum is a strong point of HEIS hence, the presence of the accommodation practices such as differentiated instruction; (3) Auxiliary aids and services provide the needs of these students through Learning Resource Center and Knowledge Development Center; (4) The network of support services offices such as the Students Affairs and Welfare Office and the Student Development and Programs provide assistance to students with special needs in HEIS; (5) HEIS ensure that structures and facilities are barrier-free; (6) HEIS support orientation and training on accommodation of students with special needs for faculty and staff. Areas of concern in accommodating students with special needs include identification of students with special needs and improvement of programs and services. In view of the findings, the following recommendations were made: (1) school administrators may craft written policies focusing on the admission of students with special needs, production of differentiated instructional materials, assessment tools that cater to all types of learners and accommodation programs and strategies for them; (2) HEIS may provide appropriate assessments to identify students with special needs during admission so that faculty and staff may be aware of their existence, Likewise, they should focus on the content of their respective curricula and make it more inclusive and varied in approaches, (3) teachers are also advised to seek avenues for training in the field of special education to better prepare themselves should a student with special needs become part of their class, (4) school staff are advised to seek out opportunities for dialogue with school administrators and academic staff in order to craft together accommodation in the school staff, (5) legislators are encouraged to look into accommodation of students with special needs so that schools may be forced to have a review of policies on their own, and (6) other researchers may delve deeper on the specific services that HEIS lack in accommodating students with special needs.