Journal Critique – Disability and Advocacy

Journal Critique – Disability and Advocacy

The article of focus in this journal critique is titled “Supporting Students with Disabilities during the COVID-19 Pandemic: The Perspective of Disability Resource Professionals.”

Statement of the Problem

Individuals with disabilities in higher education encounter numerous obstacles, including reduced rates of persistence and completion, as well as the perception of facing stigma. The onset of the COVID-19 pandemic added further complications, worsening obstacles in the academic journey for students with disabilities. Drawing on research conducted by Aquino and Scott (2023), the researchers highlight the heightened barriers encountered by learners with special needs amid the pandemic. The swift shift to online instruction and the inconsistent availability of support services for students may have had adverse effects on their mental well-being, impacting daily routines and access to necessities.

Statement of the Research Question

In carrying out this research, the researchers were guided by this research question:

• How can the identification and analysis of critical obstacles faced by students with disabilities during the COVID-19 pandemic, along with the subsequent recommendations and implications for institutions to enhance support services, contribute to the expansion of our understanding of special education within the higher education environment?

This research significantly advances our understanding of Special Education (SPED) by highlighting the hardships encountered by learners with special needs, particularly within the unprecedented context of the COVID-19 pandemic. Additionally, the research goes beyond mere identification of issues; it actively contributes to the field by providing thoughtful recommendations and implications for institutions. This proactive stance not only enriches our knowledge base in SPED but also offers practical strategies for educators, administrators, and policymakers to improve support services for individuals with special needs in institutions of higher learning. The researchers acted as advocates for the well-being of special needs students in tertiary institutions.Top of Form

Methods

The study employed a nationwide survey to explore disability support services in institutions of higher learning amid the COVID-19 epidemic. The participants were disability resource professionals, recognized for their unique perspectives as individuals directly engaged with special needs students and involved in guiding campus responses to barriers and access needs. Recruitment involved reaching out to professionals through the AHEAD membership register, the principal organization in the nation for professionals representing disability resource professionals. Eligible participants were AHEAD members working within postsecondary institutions’ disability resource offices. Two rounds of survey data collection were conducted, one in May 2020 and the other in January 2021. The sample, consisting of 535 participants in the first wave and 631 participants in the second wave, reflected a diverse range of experience levels, with 34.2% having 1–5 years of experience and 14.0% over 20 years. The majority held a master’s degree (75.0%), and 77.3% identified as female and 84.3% as White (Aquino & Scott, 2023). Various professional roles were encompassed in the study, comprising directors, coordinators, and specialists employed within the disability resource offices of higher education institutions.Top of Form

Data was collected through a survey instrument designed with insights from the EDUCAUSE COVID-19 QuickPoll and the Biennial AHEAD Survey of Professionals. The survey comprehensively addressed elements such as the shift to remote education, alterations in disability resource office procedures, and the challenges and solutions encountered during the pandemic. The initial data collection centered on early challenges related to the pandemic, such as technology access and alterations in institutional resources. The subsequent data collection delved into persistent challenges and areas showing improvement almost a year into the pandemic. The survey was structured on an electronic platform and underwent piloting by content experts in disability resource professions before dissemination to ensure question appropriateness and instrument accessibility. Descriptive statistics were employed for the analysis of the national survey data, providing a comprehensive understanding of disability resource professionals’ experiences and challenges during the pandemic.

Results

Two months into the pandemic, the surveyed professionals in disability resource roles observed thatTop of Form 99.4% of schools had transitioned to fully remote coursework. However, uncertainties persisted about the fall 2020 semester, with 67.1% indicating a lack of clarity in the confirmed instructional format (Aquino & Scott, 2023). The data underscored the challenges faced by individuals with special needs during the shift to online learning.

As institutions adapted to a blend of online and in-person methods of instruction in the fall 2020 semester, professionals in the disability resource sector reflected on the challenges encountered by students with disabilities. Despite progress in various aspects, accessing housing and food remained sluggish (27.4%). Some professionals observed no improvement in students’ communication with instructors (22.3%) and noted worsening challenges pertaining to access to counseling and mental health services (15.7%), while issues related to communication with other students were noted at a rate of 16.7%. (Aquino & Scott, 2023).

During the spring 2020 semester, disability resource offices experienced a significant surge in accommodation appeals, both for formerly registered learners (34.5%) and new students (40.2%) (Aquino & Scott, 2023). The fall 2020 term witnessed a record rise in the number of individuals requesting accommodation services (42.1%) in comparison to the fall semester of 2019. Professionals observed a notable surge in registration by students seeking mental health help. However, despite increased demand, disability resource offices faced financial constraints due to institutional budget cutbacks, with reductions in operating budgets (63.3%), professional development funds (61.3%), and access to necessary administrative resources (30.8%) (Aquino & Scott, 2023).

Reflection

The study’s findings hold significant implications for Special Education (SPED) practice, particularly in higher education settings. The identified hardships met by scholars with special needs during the COVID-19 epidemic underscore the pressing need for adaptive and responsive support structures within disability resource offices. The perceived difficulties in areas such as technology access, health services, and communication highlight the importance of tailoring support services to address the unique needs of students with special needs in virtual learning settings (Porter et al., 2021). The observed surge in requests for accommodation, particularly related to mental and emotional well-being, emphasizes the critical role disability resource offices play in supporting the overall well-being of students with disabilities. Besides, the financial constraints faced by disability resource offices are a concerning aspect that warrants attention. The study indicates reductions in operating budgets and professional development funds, which could potentially hinder the capacity of these offices to provide effective support. This highlights the need for institutional commitment and investment in disability support services, especially during challenging times such as a global pandemic.

I agree with the study’s claims regarding the continuing challenges encountered by special needs students and the necessity for sustained research and backing. The study’s proactive approach in providing recommendations for improvement aligns with the ethos of continuous enhancement in SPED practice. Moving forward, research in SPED should dig deeper into the specific strategies and interventions that prove most effective in addressing the challenges identified in this study. This could include investigating innovative approaches to remote learning support, technology accessibility, and mental health services tailored to the needs of special needs students. Additionally, exploring the long-term impact of the pandemic on the academic and mental health outcomes of students with disabilities is crucial. Understanding how these challenges persist or evolve over time will inform the development of sustainable and adaptable support services.

References

Aquino, K. C., & Scott, S. S. (2023). Supporting students with disabilities during the COVID-19 pandemic: The perspective of disability resource professionals. International Journal of Environmental Research and Public Health, 20(5), 4297. https://doi.org/10.3390/ijerph20054297

Porter, S. G., Greene, K., & Esposito, M. C. K. (2021). Access and inclusion of students with disabilities in virtual learning environments: Implications for post-pandemic teaching. International Journal of Multicultural Education, 23(3), 43–61. https://doi.org/10.18251/ijme.v23i3.3011

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Overview

You will submit three Journal Critiques throughout the course. You must choose an article to review related to the topics listed below. Articles from different professional journals must be used for the development of your critiques:

Journal Critique – Disability and Advocacy

Journal Critique: Disability and Advocacy

Journal Critique: Community-Based Supports and Services

Journal Critique: Transition Planning

Instructions

For each critique, follow these guidelines:

• Articles are not to be more than 1 year old.
• Articles must present original research (quantitative, qualitative, mixed-methods, or meta-analysis are acceptable). Do not choose articles that argue a position but don’t present new research. These are important articles but don’t help you build the skills you will need to successfully complete a dissertation
• When composing your reviews, practice using graduate professional writing. Do not begin with “This article is about…” and don’t relate your personal stories.
• Current APA format must be used, including:
  • A title page,
  • A reference page, and
  • Writing in third-person. Avoid “I” statements or personal stories. The reader knows something is your opinion because you are the one writing it. You don’t need to statements like “I think that …”, or “I believe …”
• Critiques must be 2–5 pages in length, not including the title page or reference page.

The following general format should be followed:

• Statement of the problem: What is the issue this research is trying to address? You need to make a case for why the research is important based on the background information provided in the article. For example, when reviewing an article about a new reading methods instruction you could report poor student reading outcomes.
• Statement of a research question: The research question is almost always found in the paragraph directly before the methods section. The research question is a clear, one-sentence explanation of what the researchers wanted to find out in their research. How will this research expand what we know about SPED?
• Methods: In this section, you need to explain how the researchers conducted their study to answer the research question. Who participated in the study? What did they do? How was the data collected?
• Results: Present what the research found. If the study was quantitative, present some of the statistical results. If the study was qualitative, provide specific information they learned. Don’t talk in general vague statements.
• Reflection: What does this mean for SPED practice in general? Do you agree or disagree with any part of the study or claims? Where should research go from here?