Exploring the need for educational support: appropriate communication of educational support in the english department
DOI:
https://doi.org/10.71112/y6j63c40Keywords:
Inclusive education, access to education, higher education, support needs, invisible disabilitiesAbstract
This mixed-method study focuses on examining whether improved access is needed for university students with invisible disabilities or neurodivergences in the English department to communicate their educational support needs. Therefore, surveys were conducted to identify the population, determine whether these needs were communicated, and explore the reasons for communicating or not their needs. While the quantitative questions were analyzed using descriptive statistics, the qualitative questions benefited from thematic analysis. It was identified that there is a considerable percentage of students who require support, but few tend to communicate it, having reasons such as fear of the professor’s reaction and a lack of resources and information. In conclusion, there are students who require support; however, there are various reasons that prevent students from assertively communicating to request it, highlighting the need to improve access for the communication of support.
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Copyright (c) 2026 Miriam Judith Cordero Retana (Autor/a)
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