Breaking Barriers: A Systematic Review of Inclusive Practices in Higher Education for Engineering Students with Disabilities
Abstract
This systematic review paper focuses on inclusive practices in higher education for engineering students with disabilities. It addresses systemic barriers and highlights the role of faculty in creating inclusive environments. The article presents a qualitative synthesis that combines qualitative and quantitative research findings. Using a systematic review approach guided by PRISMA guidelines, we meticulously selected and scrutinised 34 relevant articles. The systematic literature review consolidates information from various sources to comprehend global inclusive practices in engineering education. Challenges identified include staff perceptions and inadequate infrastructure. Inclusive education theories, such as the Social Learning Theory and the Theory of Planned Behavior, provide frameworks for understanding and addressing these challenges. Attitudinal factors of parents, teachers, and students, along with accommodations like universal design, play crucial roles. The study underscores the benefits of inclusive practices, such as improved retention, employment rates, and the incorporation of diverse perspectives in STEM fields. It emphasises the imperative for public institutions to champion inclusive policies, considering social norms, perceived control, and skills enhancement. In conclusion, the paper advocates for inclusive practices in higher education for engineering students with disabilities. It offers insights, recommendations, and a call for further research to enhance sustainability and accessibility in engineering education.
https://doi.org/10.26803/ijlter.23.7.12
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