Examination of the experiences of students with disabilities attending higter education on measurement and evaluation processes

Purpose: The purpose of this research is to examine the experiences of disabled students in higher education regarding assessment and evaluation processes based on their own perspectives. Method: The phenomenological research model, one of the qualitative research methods, was employed in this study to investigate the experiences of disabled students in Eskişehir concerning the assessment and evaluation process. The sample of the research was created through easily accessible and purposeful sampling. The study group consisted of disabled students enrolled in Eskişehir Osmangazi University, Anadolu University, and Eskişehir Technical University during the 2022-2023 academic year. Data were collected using a semi-structured interview form consisting of open-ended questions and a personal information form. Content analysis technique was used to analyze the data, and the main themes of the research were formed with the data obtained through content analysis. Results: The findings of the research indicate that most disabled students in higher education require accommodations in the assessment and evaluation process. These accommodations vary according to the types of disabilities. According to the participants' responses, the accommodations made during the assessment and evaluation process were identified as additional time, reader-marker support, taking the exam in a separate room, physical adjustments, font enlargement, exemption from visual content, connecting hearing aids to phones, and writing the exam on a computer. According to the research, the reactions of classmates and officials to the accommodations made for the participants were generally positive, and they often faced supportive approaches or no reaction at all. According to the research results, if disabled university students need accommodations in assessment and evaluation, they communicate this to faculty members and other officials through their own efforts. Although mostly suitable accommodations are made in response to their requests, they believe that this should be done more formally, and they generally do not face any reactions regarding the accommodations made for them. Conclusion and Suggestions: In conclusion, it is observed that disabled university students often require accommodations in assessment and evaluation processes. However, it is observed that these adjustments are not made formally for disabled students, and they are left to make efforts on their own, especially in two out of three universities located in Eskişehir. Therefore, it is recommended that the necessary adjustments for disabled university students in the measurement and evaluation processes be determined and implemented by the Disabled Student Units within the universities. Additionally, conducting different research studies examining the experiences of students in various universities may also be suggested.