Strategies for Success
Advising Students with Intellectual Disabilities: Supporting Successful Academic Campus Integration View Digital Media
Paper Presentation in a Themed Session Michael Houdyshell
As more Students with Intellectual Disabilities (SWIDs) enter higher education, the number of on-campus programs supporting these students is increasing. In particular, these on-campus postsecondary programs are working with academic advisors to support and increase the successful academic integration of SWIDs on campus. Research has shown how academic advising increases retention, graduation, and overall student success for students, and SWIDs should be no different. This paper presents data gathered from a study on the experiences of SWIDs working with academic advisors, in particular how advisors are key to supporting their success. Data from this study contributes to the lack of research on how best to support the success of SWIDs within the academic advising community in higher education.
Assessing Emirati University Early Childhood Education Programs in Preparing Pre-service Teachers for Inclusive Education: A Case Study View Digital Media
Paper Presentation in a Themed Session Muna Alhammadi
This study investigates Emirati universities’ general education program effectiveness in preparing pre-service teachers for inclusive education. It assesses pre-service teachers’ readiness to teach students with special educational needs and disabilities (SEND) after studying two academic subjects in inclusive education and undertaking three practicums. Pre-service teachers’ beliefs, knowledge, and experiences in applying inclusion were explored. Mixed quantitative and qualitative research methods were used to conduct this study. Data for the study were gathered through an online survey, which was developed by the author after gaining feedback from four experts in the field. To validate the results of the survey, semi-structured interviews were conducted with some research participants who completed the survey. The study involved 53 female pre-service teachers specializing in early childhood education, predominantly in their fourth year or internship, all having completed two inclusive education courses. Recruitment was conducted through WhatsApp internship groups and email. The study was conducted at a federal university in the UAE with two campuses. This university was selected because of its strong commitment to inclusive practices for students compared to other universities in the UAE. The results show a positive impact on beliefs but dissatisfaction with inclusion knowledge. The program lacked real classroom-inclusive training, affecting readiness. Based on the findings, we recommend four-year education with diverse inclusive topics and ample teaching practice to improve pre-service teacher preparation.
A Difference or a Disability: Views of English Language Teachers on Second Language Learners in the United Arab Emirates View Digital Media
Paper Presentation in a Themed Session Sana Al Maktoum
The rise of the English language and its wide use globally made it a necessity in schools worldwide. In the United Arab Emirates (UAE), English is taught alongside Arabic, with the former now gaining dominance and perceived as the lingua franca in a country where 88.52% of the population are foreigners. This causes issues in diverse educational contexts whereby English educators may subsequently ignore the cultural capital of English language learners, for example, leveraging on students’ first language in the classroom to aid in instruction. This study explores how English teachers’ lack of cultural and linguistic reflection in class hampers learning a second language and is especially critical when labeling a student as having a disability rather than a difference. Utilizing semi-structured interviews with nineteen schoolteachers in public and private schools in the UAE, results indicate that schoolteachers rely on traditional assessment to differentiate learners, and few depend on other culturally-responsive measures and adaptations in class. The study calls for action from the groundwork, practitioners, curriculum developers, and governmental entities to reconsider the potential implications of language, identity, and the everyday learning of second language learners.
Do Positive Student Experiences Lead to Student Retention?: Views of Postgraduate Students View Digital Media
Paper Presentation in a Themed Session Chantal Rootman, Carly Smith, Janine Krüger
Positive student experiences attract postgraduate students to public higher education institutions. However, it is important to investigate how student experience contributes to student retention, especially in a developing country where student retention and successful completion of qualifications are often not the norm. The objective was to investigate how student engagement and student satisfaction influence postgraduate student experience for student retention at public higher education institutions. The purpose was to find ways for these institutions to use student-focused marketing approaches towards postgraduate students, to successfully retain these students until completion of their qualifications. A positivistic, quantitative study utilised convenience sampling to distribute a web-based survey to postgraduate students registered at South African public higher education institutions. The data from 435 usable questionnaires was analysed quantitatively to test the relationships of the hypothesised model, and descriptive and inferential statistics were conducted. The main results show that both student engagement as well as student satisfaction significantly influence student experience. Student experience also significantly influences student retention. In addition, groups of students showed practically significant differences in their views on student experience and student retention. This study contributes to the body of knowledge by providing strategies and recommendations to public higher education institutions on how to enhance student engagement and increase student satisfaction toward positive student experience for student retention in a developing country. A student-focused marketing approach leading to higher levels of student experience, and thus student retention, could aid institutions with their competitiveness and growth as well as improve success rates.
