Language
English
English
Degree
M.A.
Select type of work
CIS Program Old
CIS publications
No
CIS Thesis
Yes
Status
Approved
Student Name
Al-Emadi, Abdulla Ahmed
Year of Graduation
2018
CIS Library Call Number
Thesis QFIS PP 2018/1
QF Thematic Areas
CIS Program
Abstract
| This study is explorative in nature; therefore, no hypothesis is being tested, and it utilized both qualitative and quantitative methods. The major research question is; how and in what ways are practices and policies created for students with disabilities appropriate and effective in Qatar? To investigate this, the researcher asked 86 students with disabilities (SWD) to complete a survey concerning the student's experiences and accessibility in Qatar University (QU). Most of the disabilities are physical disability, and visual impairments. In addition, each student completed a questionnaire concerning his or her services for SWD in QU. As well as, an interview have been conducted with four professionals from both QU and Ministry of Education and Higher Education, to investigate what are services and challenges for SWD in the transition from high school to Higher Education. In addition, how and to what extent do authorities and stakeholders in Qatar provide for SWD? Moreover, how do higher education institutions in Qatar improve the access, availability, and success for SWD? Both the qualitative interviews and quantitative questionnaires provide valuable insights into the presence and nature of SWD in Qatar, and the university as well. Practitioners, who are the interview respondents, indicated that while governments and involved institutions manifest willingness to address issues relating to SWD, a lot has to be addressed in both policy and implementation fronts. This finding has been solidified by the sentiments obtained from questionnaires, that while the interventions might be appropriate and applicable, few respondents find them phenomenal in supporting their life at school. It was apparent in both the qualitative and quantitative findings that provision of social support, not only the academic, has the propensity of boosting students' holistic growth in educational institutions, implying that stakeholders have to be intimately involved in promoting the social and educational life of SWD in both educational institutions and as well in the community. The qualitative findings provided deep contributions on the role of the community, governments, and other institutions in providing the financial and social demands of students with disabilities. |