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Curricular adaptations for deaf and hard of hearing students at UNED university

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dc.contributor.authorPena Garrido, Mario
dc.contributor.authorSuárez Riveiro, José Manuel
dc.contributor.authorBaelo, Roberto
dc.contributor.orcidhttps://orcid.org/0000-0003-1003-6739
dc.date.accessioned2024-10-17T15:17:15Z
dc.date.available2024-10-17T15:17:15Z
dc.date.issued2016-02-19
dc.descriptionThe registered version of this article, first published in Bordón. Revista de Pedagogía, is available online at the publisher's website: Sociedad Española de Pedagogía (SEP), https://doi.org/10.13042/.2016.68401
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en Bordón. Revista de Pedagogía, está disponible en línea en el sitio web del editor: Sociedad Española de Pedagogía (SEP), https://doi.org/10.13042/Bordon.2016.68401
dc.description.abstractINTRODUCTION. 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.en
dc.description.versionversión publicada
dc.identifier.citationPena Garrido, M., Suárez Riveiro, J.M. y Baelo Álvarez, R. (2016). Curricular adaptations for deaf and hard of hearing students at UNED university. Bordón, 68(3), 91-106. https://doi.org/10.13042/Bordon.2016.68401
dc.identifier.doihttps://doi.org/10.13042/Bordon.2016.68401
dc.identifier.issn2340-6577
dc.identifier.urihttps://hdl.handle.net/20.500.14468/24078
dc.journal.issue3
dc.journal.titleBordón
dc.journal.volume68
dc.language.isoen
dc.page.final106
dc.page.initial91
dc.publisherSociedad Española de Pedagogía (SEP)
dc.relation.centerFacultades y escuelas::Facultad de Educación
dc.relation.departmentMétodos de Investigación y Diagnóstico en Educación II (Orientación Educativa, Diagnóstico e Intervención Psicopedagógica)
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/deed.es
dc.subject58 Pedagogía
dc.subject.keywordsdeaf and hard of hearingen
dc.subject.keywordsuniversity studentsen
dc.subject.keywordspart-time attendance educationen
dc.subject.keywordsaccessibilityen
dc.subject.keywordsexamination anxietyen
dc.subject.keywordscurricular adaptationsen
dc.titleCurricular adaptations for deaf and hard of hearing students at UNED universityen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication83485f7d-cc08-437a-9bea-b7b8871548e2
relation.isAuthorOfPublicatione52ac08b-fc95-40bc-bf24-e0b21c778811
relation.isAuthorOfPublication.latestForDiscovery83485f7d-cc08-437a-9bea-b7b8871548e2
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