Factors Affecting Experiential Learning Experiences of University Students with Disabilities

Shaohong Liu, Kayla D. Bazzana-Adams, Michael deBraga and Stuart B. Kamenetsky ()
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Shaohong Liu: Department of Psychology, University of Toronto Mississauga, Mississauga, ON L5L 1C6, Canada
Kayla D. Bazzana-Adams: Faculty of Veterinary Medicine, University of Calgary, Calgary, AB T2N 4Z6, Canada
Michael deBraga: Institute for the Study of University Pedagogy, University of Toronto Mississauga, Mississauga, ON L5L 1C6, Canada
Stuart B. Kamenetsky: Department of Psychology, University of Toronto Mississauga, Mississauga, ON L5L 1C6, Canada

Disabilities, 2024, vol. 4, issue 4, 1-14

Abstract: Background: Experiential learning (EL) experiences are an important component of a university education, positively impacting career-related attitudes, knowledge, and skills. Students also require EL opportunities to gain experiences required for admission to competitive graduate and professional programs. Students with disabilities face barriers accessing and benefiting from such opportunities. Purpose: This study examined the degree to which demographic factors, type and severity of disability, dispositional factors, and overall adjustment and well-being are predictive of the quality of EL experiences among university students with disabilities. Methodology/approach: A survey was distributed to undergraduate students with disabilities who have participated in EL courses. The results were analyzed using multiple linear regression. Findings/conclusions: Dispositional and adjustment and well-being variables, including the environmental mastery dimension of their psychological well-being rather than demographic factors, such as gender or type and severity of disability, are significant predictors of the quality of EL experiences among students with disabilities. Implications: For students with disabilities to have academically and professionally successful EL experiences, post-secondary institutions must continue to provide appropriate accommodations and educate instructors about the diverse and complex needs of this student group. This must include an understanding of the uniqueness of each individual student’s needs.

Keywords: experiential learning; undergraduate education; dispositional factors; personality (search for similar items in EconPapers)
JEL-codes: I (search for similar items in EconPapers)
Date: 2024
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