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Guidelines to Establish an Office of Student Accessibility Services in Higher Education Institutions

Author

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  • Ricardo Mendoza-González

    (Department of Systems and Computing, Campus Aguascalientes, Tecnológico Nacional de México, Aguascalientes 20256, Mexico)

  • Sergio Luján-Mora

    (Department of Software and Computing Systems, University of Alicante, 03690 Alicante, Spain)

  • Salvador Otón-Tortosa

    (Computer Science Department, University of Alcala, 28871 Madrid, Spain)

  • Mary Sánchez-Gordón

    (Computer Science Department, Østfold University College, 1757 Halden, Norway)

  • Mario Alberto Rodríguez-Díaz

    (Department of Systems and Computing, Campus Aguascalientes, Tecnológico Nacional de México, Aguascalientes 20256, Mexico)

  • Ricardo Emmanuel Reyes-Acosta

    (Department of Systems and Computing, Campus Aguascalientes, Tecnológico Nacional de México, Aguascalientes 20256, Mexico)

Abstract

The objective of this paper is to propose a set of guidelines to establish an office of Student Accessibility Services (SAS) in Higher Education Institutions (HEIs). The proposed guidelines help to integrate disjointed knowledge to facilitate its interpretation and implementation during deployment of basic support services in favor of students with disability. These guidelines can help to mitigate complexity in providing SAS for the first time in HEIs. These guidelines cover both the design and implementation of an office of SAS and its management. Knowledge was found through a multivocal literature review (MLR), which allowed to capture not only academic approaches but also vantage points and experiences from practice. Key concepts and aspects were organized into eight components (five related to the design and implementation, and three associated with the management context). An expert appraisal method was used as a proof of concept, which complemented a previously performed preliminary implementation example. Obtained results demonstrated the pertinence of the conceptual proposal and confirmed guidelines capability for full implementation in a real-world scenario.

Suggested Citation

  • Ricardo Mendoza-González & Sergio Luján-Mora & Salvador Otón-Tortosa & Mary Sánchez-Gordón & Mario Alberto Rodríguez-Díaz & Ricardo Emmanuel Reyes-Acosta, 2022. "Guidelines to Establish an Office of Student Accessibility Services in Higher Education Institutions," Sustainability, MDPI, vol. 14(5), pages 1-22, February.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:5:p:2635-:d:757591
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    References listed on IDEAS

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    1. Anabel Moriña & Víctor H. Perera & Rafael Carballo, 2020. "Training Needs of Academics on Inclusive Education and Disability," SAGE Open, , vol. 10(3), pages 21582440209, September.
    2. Mikel Perales Jarillo & Luis Pedraza & Pablo Moreno Ger & Elvira Bocos, 2019. "Challenges of Online Higher Education in the Face of the Sustainability Objectives of the United Nations: Carbon Footprint, Accessibility and Social Inclusion," Sustainability, MDPI, vol. 11(20), pages 1-15, October.
    3. Dana Roth & Timothy Pure & Samuel Rabinowitz & Carol Kaufman-Scarborough, 2018. "Disability Awareness, Training, and Empowerment: A New Paradigm for Raising Disability Awareness on a University Campus for Faculty, Staff, and Students," Social Inclusion, Cogitatio Press, vol. 6(4), pages 116-124.
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    1. Gunay Kibrit & Fahriye Altinay & Gokmen Dagli & Zehra Altinay & Ramesh Sharma & Rustam Shadiev & Ahmed Tlili & Menil Celebi & Mohamed Jemni & Meryem Bastas, 2022. "Evaluation of Sustainability and Accessibility Strategies in Vocational Education Training," Sustainability, MDPI, vol. 14(19), pages 1-14, September.
    2. Roseline Onego, PhD. & Dr. Peter Mbabazi Mbabazize & Dr. Ongodia A. Ekomolot, 2022. "The Nexus between Infrastructural Support Systems and Educational Inclusion of Students Living with Disabilities SLWDS in Public Universities in Kenya," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(10), pages 447-454, October.

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