For the analysis, the following key themes were employed: participant profile, current practice, university goals for accepting students with ID, university requirements for accepting students with ID, comparison of the status of students with ID, and attitudes of the university members towards accepting students with ID. To address the research question, which focuses on the attitudes of university members towards accepting students with ID, the selected articles were analysed and discussed in terms of the identified themes.
Subject
Three of the twelve studies examined for this review focused on determining the attitudes of teachers towards the acceptance of students with ID. In particular, changes in the attitudes of teachers towards students with disabilities and attitudes towards the inclusion of students with ID at colleges were examined (Leyser et al., 2011; Griffin et al., 2012; Lane and Nagchoudhuri, 2015). Five of the nine studies focused on inclusive education, with an emphasis on students with disabilities. These included pre-service teachers’ perceptions of inclusion and their attitudes towards inclusive education, disability and inclusion, and inclusive higher education (Forlin et al., 2011; Costello and Boyle, 2013; Cambbell, Gilmore, and Cuskelly, 2014; Zhang et al., 2018; Wintle, 2015). Two studies focused on the perspectives of university staff members towards students with ID (Fossey et al., 2017; Alqazlan, Alallawi, and Totsika, 2019), and two examined the perceptions of university students towards students with ID (Phillips, Fortney, and Swafford 2019; Alnahdi, Elhadi, and Schwab, 2020). All of the studies focused on and presented elaborate discussions on the acceptance of students with ID, as shown in Fig. 2
Participant Profile
Out of the eight studies, the participant profiles in two focused on faculty and administrative staff, two focused on pre-service teachers in secondary education, and two focused on university lecturers. One study used service teachers and three studies used college students as participants to gather data (See Fig. 2). A study by Alqazlan, Alallawi, and Totsika (2019) did not use any participants and conducted a systematic review of 22 articles. One study also used prep students with ID as participants. The findings indicate that the majority of studies used teachers as participants, while only one study took responses from college students.
Current Practices
Of the eight examined studies, two focused on promoting the education of students with disabilities through reforms and facilities, two focused on the incorporation of disability support services and necessary assistance, and one focused on increasing the confidence of students. The right to education, teacher training, and inclusive education were each examined by two studies, as shown in Fig. 3. According to Lane and Nagchoudhur (2015), the teaching and non-teaching staff at universities play a major role in increasing the confidence of students with disabilities. Educational institutes and universities are important components of the Universal Declaration of Human Rights, which the aim of ensuring and promoting the education of students with disabilities. In addition, the Convention on the Rights of Persons with Disabilities also encourages disabled students by providing them with the right to education. The implementation of these governmental policies has increased the enrolment of students with disabilities and provided them with accommodating and other necessary equipment (Lane and Nagchoudhur, 2015). Alqazlan, Alallawi, and Totsika (2019) also explain that students with ID have the right to access colleges and universities; hence, these universities focus on inclusive education programs for the students with ID. The literature also revealed that universities focus on inclusive education through individualised services including technology training, tutoring, and educational coaching, which are specifically designed using models for students with ID (Alqazlan, Alallawi, and Totsika, 2019). However, Campbell, Gilmore, and Cuskelly (2014) state that universities must focus on providing appropriate training for teaching staff and increasing their knowledge and skills. Hence, teachers can understand the needs of students and boost their confidence. The implementation of these training sessions has positively affected the attitude of teachers and university staff towards students with disabilities and improved communication between students and staff (Campbell, Gilmore and Cuskelly, 2014).
The study by Zhang et al. (2010) revealed that universities have actively taken responsibility for helping students with disabilities. Further, they have developed disability support services (DSS) offices that can assist in the provision of adequate and timely information for staff regarding the needs of students with disabilities. These support services have helped and encouraged students with disabilities to excel in their chosen fields by developing a sense of responsibility in the minds of the university staff (Zhang et al., 2010). Costello and Boyle (2013) stated that most countries and universities are willing to make the necessary reforms in their educational standards and policies, with the intention of providing special facilities for students with disabilities (including educational and healthcare facilities at the university level). The universities and colleges understand the importance and role of the right to education; therefore, they are committed to promoting the inclusion of disabled students in their programmes and prohibiting any form of discrimination against students with ID (Costello and Boyle, 2013).
In addition, Leyser et al. (2011) stated there are various political and economic factors that have increased the proportion of students with disabilities in higher educational institutions. Most universities have succeeded in establishing an adequate environment that enables them to access online lectures and provides necessary assistance for exam preparation. These basic accommodation facilities have helped students to understand their subject content and have motivated them to perform better and achieve good scores (Leyser et al., 2011). Kuyini and Mangope (2011) stated that government-sponsored training and special education courses, which help teachers attain sufficient knowledge about the various types of disabilities and problems faced by disabled students, can improve the overall teaching-learning experience. Moreover, universities and colleges have been further encouraged to make the necessary changes in their educational systems by implementing the principle of inclusive education (Kuyini and Mangope, 2011).
University Goals to Accept Students with ID
Two studies highlighted good education facilities (Lane and Nagchoudhur, 2015; Leyser et al. (2011) as a university goal for accepting students with disabilities, while each of the following were the focuses in one study: good social and education lifestyle (Griffin et al., 2012); basic facilities and services for students with disabilities (Zhang et al., 2010), and providing equal education for the students (Costello and Boyle, 2013). One study examined the increasing educational programs and awareness campaign (Phillips, Fortney and Swafford, 2019). These findings indicate that the majority of studies focused on the previously identified goals towards accepting students with ID.
According to Lane and Nagchoudhur (2015), students with disabilities are not provided with the opportunity of receiving appropriate education, which increases their unemployment rate. Therefore, universities should aim to provide good educational facilities for students with disabilities to ensure they can access adequate employment opportunities in the future (Lane and Nagchoudhur, 2015). In addition, Griffin et al. (2012) stated that awareness of the importance of post-secondary education is increasing among students with disabilities. Moreover, universities are actively participating in providing higher education to students with ID to ensure they can achieve a good social and economic lifestyle in the future (Griffin et al., 2012). Phillips, Fortney and Swafford (2019) highlighted the need for increased educational programs and awareness campaigns for students with ID, which would be helpful in targeting the prevailing stereotypes, discomfort, tenderness, and knowledge of rights and capacity. In a similar context, Zhang et al. (2010) stated that universities are trying to ensure that staff members understand the basic needs of students with ID. Further, they are working towards designing appropriate department-level administrative policies and activities that provide basic facilities and services for students with disabilities (Zhang et al., 2010).
According to Costello and Boyle (2013), the major university goals are to accommodate and provide good educational services to all types of students, irrespective of any disabilities. These goals help in providing equal education for students and in the overall social development of society wherein all students have equal opportunities and rights (Costello and Boyle, 2013). Similarly, Leyser et al. (2011) reported that the increasing number of students with disabilities in the United States and the United Kingdom has increased the role of educational institutes in providing educational facilities. The universities tend to provide equal education opportunities with the help of technology and computers, which renders the learning process easy and accessible (Leyser et al., 2011). These findings are further supported by the views of Kuyini and Mangope (2011) who note universities aim to provide good quality education for students with disabilities by providing staff training with the help of Postgraduate Diploma in Education (PGDE) programs. These programs increase the skill-levels of teachers when dealing with students with disabilities in higher education. Further, these sessions boost the confidence of teachers by developing a special bond with students with ID and help in creating a positive environment in the university campus (Kuyini and Mangope, 2011).
University Requirements for Accepting Students with ID
Three studies from the examined papers focused on adequate training for staff members (Lane and Nagchoudhur, 2015; Costello and Boyle, 2013; Zhang et al., 2018), which is an important university requirement for accepting students with ID. Three studies focused on positive attitudes towards the students with ID (Lane and Nagchoudhur, 2015; Campbell, Gilmore and Cuskelly, 2014; Forlin et al., 2011), while another three identified inclusive policies as an important requirement (Campbell, Gilmore, and Cuskelly, 2014; Costello and Boyle, 2013; Zhang et al., 2018). One study focused on self-expression and self-awareness as key focuses (Wintle, 2015) (See Fig. 5)
Lane and Nagchoudhur (2015) stated it is very important for universities to provide adequate training for their staff to ensure they can develop positive attitudes towards students with disabilities and interact with them appropriately (Lane and Nagchoudhur, 2015). In addition, Campbell, Gilmore, and Cuskelly (2014) suggested that universities should create a positive attitude towards students with disabilities among staff members by increasing their knowledge of disabilities and appropriate modes of interacting with people with disabilities. This would enable the universities to implement inclusive policies to support and encourage the students effectively (Campbell, Gilmore, and Cuskelly, 2014). Costello and Boyle (2013) are also of the view that there is a need for proper training of teachers to increase their knowledge of the importance of inclusive education. Appropriate training of teachers contributes to the effective implementation of inclusive education policies (Costello and Boyle, 2013).
Forlin et al. (2011) stated that training teachers and other university staff members according to the needs of the disabled students was not sufficient, because universities require a special curriculum that helps cover the major aspects of providing education to disabled students. The practical implementation of training for teachers to support and encourage disabled students requires the development of detailed courses that can help fulfil the educational and accommodation needs of students with disabilities by creating a good level of understanding between them and the teachers (Forlin et al., 2011). Accordingly, it was determined that the development of appropriate training modules for teachers and other staff members and relevant courses of study are the two major requirements for universities to support students with ID. Zhang et al. (2018) proposed that universities should provide accommodating facilities (such as straightforward exam forms and feasible protocols) to implement inclusive education more effectively (Zhang et al., 2018). Phillips, Fortney, and Swafford (2019) do not explain any specific requirements undertaken by the university for the acceptance of the students with disabilities. However, Wintle (2015) revealed that some universities focused on familiarising prep students with the university to ensure they were comfortable at the campus and happy with life at the campus. They also offered opportunities to promote self-awareness among students with ID through role playing, class discussions, and self-expression to promote participation of the students (Wintle, 2015).
Comparison of Status of Students with ID
Two studies highlighted positive attitudes towards accepting students with ID in universities in the United States and the United Kingdom (Campbell, Gilmore, and Cuskelly, 2014; Griffin et al., 2012), while another two studies highlighted inclusive educational policies (Leyser et al., 2011). One study focused on examining equal educational opportunities (Leyser et al., 2011) in US and UK universities. One study focused on increased interaction between students with and without disabilities in US universities (Phillips, Fortney, and Swafford, 2019) (See Fig. 6). According to the results of a study by Campbell, Gilmore, and Cuskelly (2014), the presence of a positive attitude towards the inclusion of students with Down syndrome has been noticed among the students and teachers in the UK. Further, the provision of appropriate staff training has significantly helped in shaping a positive attitude towards the students with disabilities (Campbell, Gilmore, and Cuskelly, 2014). Griffin et al. (2012) stated that a positive attitude towards students with ID was also observed among students studying in US universities. It was also noted that teachers and other students willingly communicate and interact with students with disabilities and help them to participate in university programmes (Griffin et al., 2012).
Leyser et al. (2011) stated there has been a significant increase in the enrolment of students with disabilities at UK and US universities, implying these countries follow inclusive educational policies and promote the principle of equal educational opportunities for all students by promoting their admission. The implementation of the American Disability Act (ADA) has helped in removing the social barriers to inclusive education and provided equal access to education for all students (Leyser et al., 2011). Phillips, Fortney, and Swafford (2019) confirmed these findings. They further stated that due to changes in legislation and social perspectives in the United States, increased inclusion and an increase in the frequency of interactions between students and students with ID had been noted. Moreover, this increasing trend is continuing. (Phillips, Fortney, and Swafford, 2019).
Attitudes of the University Members Toward Accepting Students with ID
One study focused on the lack of proper knowledge about the rights of students with disabilities (Lane and Nagchoudhur, 2015), while another focused on an unwillingness to support and encourage students with disabilities (Lane and Nagchoudhur, 2015), which signalled an attitude of unacceptance. One study focused on inadequate attitudes towards students with disabilities (Campbell, Gilmore and Cuskelly, 2014), while another highlighted the fact that staff face many challenges in providing accommodating facilities for students with disabilities (Zhang et al., 2018). Six studies focused on positive attitudes towards students with disabilities (Costello and Boyle, 2013; Leyser et al., 2011; Fossey et al., 2017; Alqazlan, Alallawi, and Totsika, 2019; Alnahdi, Elhadi, and Schwab, 2020; Phillips, Fortney, and Swafford, 2019), while one focused on the willingness of teachers to participate in the education of students with disabilities (Leyser et al., 2011). One study also highlighted the neutral attitude of students towards students with ID (Alnahdi, Elhadi, and Schwab, 2020), as shown in Fig. 7.
According to Lane and Nagchoudhur (2015), almost 50% of teaching and other staff at universities do not have correct knowledge about the rights of students with disabilities, which adversely affects their attitude towards these students. Further, teachers are not adequately trained and find it difficult to deal with students with disabilities. Moreover, teachers can be unwilling to support and encourage students with disabilities, highlighting a negative attitude among university staff (Lane and Nagchoudhur, 2015). Conversely, Campbell, Gilmore, and Cuskelly (2014) stated that while teachers mostly accept students with mild disabilities in the United States, their attitude towards students with major disabilities is poor and they refrain from admitting such students to their universities. This negative and non-encouraging attitude of teachers negatively affects the overall expectations and morale of students with disabilities, affecting their retention rate in university programmes (Campbell, Gilmore, and Cuskelly, 2014). Alnahdi, Elhadi, and Schwab (2020) reveal that the attitudes of university students from Saudi Arabia and Egypt were mostly neutral regarding students with ID. Moreover, while the attitude of pre-service teachers was found to be positive towards inclusive schooling, they were less positive regarding the daily practices of teachers or their involvement in the programs for inclusive education. The literature also highlighted the need for a closer, more meaningful, and personal contact to help overcome prejudices towards students with ID (Alnahdi, Elhadi, and Schwab, 2020).
Zhang et al. (2010) stated that university faculties and other staff face many challenges in providing accommodating facilities for students with disabilities, relying on disability service institutions for information. However, many staff members have a positive attitude towards students with disabilities and believe that their inclusion in university programmes increases the overall diversity level (Zhang et al., 2010). Similarly, Costello and Boyle (2013) found that teachers play a major role in developing a healthy and encouraging environment for students. The majority of teaching and other university staff have a positive attitude towards the education of students with disabilities. Moreover, it was identified that appropriate teacher training positively affects their behaviour towards the inclusion of students with disabilities in an educational setting. The presence of a positive attitude among teachers motivates the students and helps in the implementation of effective inclusive strategies (Costello and Boyle, 2013).
Similarly, Leyser et al. (2011) revealed a considerable change in the behaviour of teachers and other university staff in providing basic accommodating facilities for students with disabilities, willingly participating in their education and engaging in regular communication with them. The application of special education programs and seminars also increases the willingness of university staff towards the implementation of inclusive education. Moreover, the positive change in the attitude of teachers over the last decade has resulted in an increase in the number of admissions of students with disabilities in the educational environment (Leyser et al., 2011). Kuyini and Mangope (2011) discovered that the attitudes of teachers and students towards inclusive educational policies and students with disabilities depended on many factors. These included confidence levels, teaching experience of the faculties, and knowledge about different laws and regulations. These factors primarily define the attitudes of staff members in universities. Mostly, staff members in universities are not satisfied with the implementation of inclusive education policies that adversely affect the quality of student–teacher interactions and decrease the confidence levels of students with disabilities. This dissatisfaction manifested as negative attitudes in the form of anger and frustration when dealing with students with disabilities, which was discouraging for the students (Kuyini and Mangope, 2011). Phillips, Fortney, and Swafford (2019) revealed that the overall attitudes of students towards students with ID were positive. Such positive perceptions offer hope for supporting the relevant inclusions and standards of fair play for individuals with ID and ensures greater support compared to previous generations (Phillips, Fortney, and Swafford, 2019). The study by Alqazlan, Alallawi, and Totsika (2019) stated that the majority of stakeholder groups participating in programmes that focus on post-graduation education of people with disabilities had a positive attitude regarding their experience and were very happy with their interactions. It was also claimed that post-graduation education helped students with ID to improve their skills in participation, making notes, and studying (Alqazlan, Alallawi, and Totsika, 2019).
According to Zhang et al. (2018), inclusive education faces a significant number of challenges, with one of the most common being attitudes of the community and teachers that hamper the growth of inclusive education. It was identified that while teachers and students relate emotionally to students with disabilities, they do not want to accept them as part of the university. This highlights a negative attitude of some university staff and students towards students with disabilities (Zhang et al., 2018). Conversely, Fossey et al. (2017) found that teachers show a positive attitude towards students with mental illnesses and disabilities. They posited that regular communication, good service, and accommodating environments boosted the confidence level of students and helped to develop a good environment at the university campus (Fossey et al., 2017).