CURRICULAR ADAPTATIONS FOR DEAF AND HARD OF HEARING STUDENTS AT UNED UNIVERSITY
Palabras clave:Deaf and hard of hearing, University students, Part-time attendance education, Accessibility, Examination anxiety, Curricular adaptations
ResumenINTRODUCTION. This paper examines the degree of satisfaction with curricular adaptations shown by deaf and hard of hearing students enrolled at the Universidad Nacional de Educación a Distancia (UNED), as well as the resulting benefits they perceived in terms of their selfefficacy, reduction in pre-examination anxiety and social support for study. METHOD. A total of 133 students with hearing disabilities participated in this study. Out of these 133 students, 28 were accorded some kind of adaptation, which represented almost all (84.84%) of the students at UNED who have received an adaptation. Data collection was achieved via an online questionnaire designed specifically for this study. All analyses were performed using statistical software package SPSS for Windows, version 21.0. RESULTS. The results indicate a high level of perceived satisfaction among students who were accorded curricular adaptations, and a relationship was observed between the demand for adaptations and student satisfaction. The results also reveal that the greatest perceived benefit was obtained in relation to a reduction in anxiety in examination situations, followed, although moderately, by benefits in relation to selfefficacy and social support. DISCUSSION. It is necessary to continue conducting an in-depth exploration of how the request for adaptions and the concession of them can influence the academic life of students with disabilities. Here, the aim is to achieve full inclusion in university life and the acquisition of the competencies that will equip students with disabilities to enter the labour market with the same opportunities as other students.
Pena Garrido, M., Suárez Riveiro, J. M., & Baelo, R. (2016). CURRICULAR ADAPTATIONS FOR DEAF AND HARD OF HEARING STUDENTS AT UNED UNIVERSITY. Bordón. Revista De Pedagogía, 68(3), 91–106. https://doi.org/10.13042/Bordon.2016.68401