Lived experience of undergraduate students with access arrangements : a qualitative study

Abstract

Background. The number of students receiving access arrangements at the University of Malta has increased substantially over the past five years. As of 2020, 210 students qualified for and received access arrangements at the University of Malta. Previous local studies on the lived experience of students receiving access arrangements have been restricted to secondary and post-secondary education. The aim of this dissertation is to address this gap through a qualitative study of the lived experience of undergraduate students who receive access arrangements at the University of Malta. Methodology. The sample population was undergraduate students at the University of Malta between their second and final year of their course and who receive access arrangements at the University of Malta. Semi- structured individual interviews were carried out with 9 participants (the duration of each interview was approximately 25 minutes), which were then transcribed, and subsequently analysed through thematic analysis. Results. Six overarching themes emerged from the qualitative analysis: Equity, Anxiety, Assessment, Application Process, Appropriate Access Arrangements, and Support. Participants’ experiences within these themes relate to a sense of justice and dignity in relation to students’ lived experiences with access arrangements. Participants experienced higher levels of anxiety due to examinations and course-related work, and viewed access arrangements as fair adjustments which level the playing field. Participants suggested that examinations could be carried out online on computers in their home setting and given a choice to do an assignment instead of an examination. Lived experiences also involved experiences whereby participants felt supported and hence dignified by members of the ADSU throughout the application process, as well as deeming provided access arrangements as appropriate, hence dignifying them. Participants also reported negative experiences pertaining to the application process and inappropriate (or lack of) provision of access arrangements, and anxiety over what they perceived as their peers’ judgement regarding fairness of receiving access arrangements as well as lecturers’ and teachers’ attitudes towards students with disabilities and willingness to support their access arrangements. Conclusions. The results indicate that communication between University entities, students and lecturers could be improved in order to raise awareness among students and lecturers, thereby addressing attitudinal barriers in relation to students with disabilities and access arrangements. Assessment methods may be improved by a shift back to online examinations in the home setting. Given the chronicity of disability and continuity of education, further research should focus on students’ lived experiences withm access arrangements at primary, secondary and post-secondary levels, and their experiences of assessment with regards to online examinations as a result of the COVID situation in the Maltese context.