Executive Summary
Historically, individuals with learning and other disabilities have encountered numerous challenges in their effort to obtain education. In an effort to ensure equality for all as regards access to education, the US government has partnered with higher educational institutions. This partnership has resulted in a significant increase in the number of disabled students in higher education institutions. Over the last 20 years, a twofold increase in the size of the disabled student population has been witnessed (Timmerman & Mulvihill, 2015). While more disabled students are in school, educational institutions have failed to take measures to accommodate them. There is need for such institutions as Metropolitan University to reframe their policies so as to better attend to the needs of disabled students.
In order to determine the steps that can be taken to accommodate disabled students, it is important to examine the factors that have made it difficult for institutions to align their processes, facilities and cultures with the needs of these students. It is understood that disabled students present a wide range of challenges for educational institutions (Rose, 2010). These challenges are among the factors that have hampered efforts to accommodate these students. The education of disabled students requires schools to establish facilities and hire instructors who are trained to address the needs of these students. Implementing these measures is a costly undertaking. While it is true that accommodating students with disabilities poses serious challenges, Metropolitan University is setting the pace by ensuring that all the needs of these students are met. Currently, about 10% of the university’s students are disabled. By admitting such a sizeable number of students with disabilities, the university demonstrates its commitment to promoting justice and equity. However, it should be noted that even as it leads the nation in admitting disabled students, the university continues to encounter a number of challenges. The challenges include instructing, testing and securing field attachments for the disabled students (McGregor et al, 2017). If the university is to remain faithful to its commitment to these students, its stakeholders need to address these challenges.
Delegate your assignment to our experts and they will do the rest.
To gain a full understanding of the efforts by Metropolitan University to promote the learning of students with disabilities, it is necessary to examine the impact that its policy regarding these students affects different stakeholders. For the most part, the stakeholders support the institution’s efforts. The administration is particularly enthusiastic about admitting as many disabled students as the university can accommodate. Thanks to the excitement and effort of the university’s leadership, the institution has kept its doors open to disabled students. While the administration remains committed to the disabled students, there are some stakeholders who have raised concerns. Other students and instructors are among those who feel that the continued admission of the disabled students could compromise the university’s performance and reputation. Metropolitan University has established itself as an institution with an unwavering dedication to excellence. Over the years, it has released leaders who have gone on to transform their communities. It is feared that as it invests huge amounts in accommodating the disabled students, the university’s standards will be eroded and that the students who are not disabled will bear the brunt. The concerns that the students and the instructors have raised are valid and need to be addressed if Metropolitan University is to succeed in its quest to deliver quality education to disabled students. Through consultative discussions which bring the different stakeholders, the university should be able to hammer out a solution that leaves all the stakeholders satisfied.
Above, it has been stated that Metropolitan University needs to reconcile the conflicting interests and concerns of the different stakeholders. It is particularly important to give serious consideration to the fears that the instructors and students have raised. For the university to continue to offer education to the disabled students, it must secure the full support of all its stakeholders (Kim & Lee, 2015). Moreover, the university needs to invest in services, infrastructure and policies which will enhance its capacity to address the educational needs of the disabled students. Currently, the infrastructure and personnel needed to ensure that these students receive quality education are lacking. The instructors are not adequately trained to attend to the disabled students.
That the administrators of Metropolitan University need to provide direction is not in question. However, the mandate of resolving the issues that the university faces cannot be left to the administrators alone. It is essential for other stakeholders to join in the effort. In particular, the instructors and the students who are not disabled need to abandon their hardline positions. By insisting that the university should halt the admission of disabled students, these stakeholders express unhealthy bias. Metropolitan University cannot sacrifice the interests of the disabled students in its quest to appease the aggrieved stakeholders. However, the university should not dismiss the concerns that the stakeholders have raised. As already noted, the key to solving the question that confronts the university is consultation and open discussions which bring together all the stakeholders.
It is understood that as it seeks to serve the interests of all its stakeholders, Metropolitan University will undoubtedly encounter challenges. These challenges include leaving some stakeholders dissatisfied and the university suffering a damaged reputation. While the university may be unable to prevent these negative outcomes, it should be guided by the principles of equality and justice. Whereas it is true that students with disabilities force institutions to modify their infrastructure and service delivery mechanisms, the institutions should understand that they have a mandate. This mandate requires them to treat all individuals with respect and dignity. As it takes steps to accommodate the disabled students, Metropolitan University will be setting an example for other institutions.
References
Rose, M. (2010). Accommodating graduate students with disabilities. Retrieved July 9, 2018
From http://www.cags.ca/documents/highlites/AC-Working-Paper---Accommodating-Graduate-Students-with-Disabilities---May-2010-1.pdf
Kim, W. H. & Lee. J. (2015). The Effect of Accommodation on Academic Performance of
College Students With Disabilities. SAGE Journals, 60 (1), 40-50
McGregor, K.K. et al. (2016). The University Experiences of Students with Learning
Disabilities . Learning Disabilities Research and Practice, 31 (2), 90–102 .
Timmerman, L. C., & Mulvihill, T. M. (2015). Accommodations in the College Setting: The
Perspectives of Students Living with Disabilities. The Qualitative Report , 20(10), 1609-1625.
