Diagnosing the Social Inclusion Strategies for the Disabled Students at the Palestinian Higher Education رسالة ماجستير

Abstract

This thesis examines different frameworks for understanding disability and their implications for practice. The functional limitations framework focuses on individual disabilities but neglects the environment's role in worsening conditions. The minority group paradigm focuses on marginalization and discrimination but can reinforce stereotypes of people with disabilities as victims. The social construction of disability challenges assumptions about disability as an individual experience and emphasizes the social environment. This approach aims to remove all barriers to create an inclusive environment for everyone. The research problem pertains to the lack of clear strategies or plans to promote inclusivity for disabled students at Palestinian universities. The study seeks to address the gaps in existing social inclusion strategies employed in Palestinian universities and their feasibility in comparison to European/international models. The significance of this research is that it highlights the fundamental rights of disabled students that are often overlooked by the government. The researcher constructed a questionnaire, which was distributed to ninety-seven students with disabilities, and SPSS program was used to analyze all results. In addition, twenty students with disabilities and twenty experts in the disability field were directly interviewed and thematic analysis was used to analyze all results. The researcher focused on four main universities covering the main geographical locations including Hebron, Bethlehem, Birzeit and the Arab American – Jenin universities. The findings from the analysis of the experts reveal the lack of clear policies and strategies for people with disabilities in Palestinian higher education institutions, with varying capabilities among institutions to support them. Developing a comprehensive VII model that addresses the needs of people with disabilities at Palestinian higher education institutions is essential, including policies for university education, infrastructure preparation, and integration from an early age in basic education. Furthermore, from the interviews with students with disabilities there is a significant difference between Palestinian higher education institutions in providing facilities for students with disabilities. Despite that, there is a general satisfaction expressed by students of disabilities. The findings from the analysis of the students with disabilities also reveal that the majority of them receive financial aid that is beneficial in meeting their financial needs. While flexible teaching methods are generally available and received positively, the evaluation of activities designated for students with disabilities varies between institutions. Most disabled students are not aware of ways in which institutions can assist them in getting jobs after graduation. Efforts to promote social inclusion should address structural and systemic barriers as well as attitudes and beliefs that perpetuate social exclusion. Finally, the study emphasizes the lack of both clear policies, strategies and evaluation for this segment. Each institution attempts to meet their needs, according to its own capabilities and ability to bring support for them. It is essential to recognize these shortcomings and take active steps to address them, as disabled students' satisfaction can lead to better integration into institutions. Training and raising awareness for university staff can help eliminate barriers and create an inclusive culture within higher education institutions