{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/16620"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/16620","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":""Absent Students: A Critical disabilities studies approach to accessibility services "","abstract":"This thesis explored the experiences of students with auditory disabilities that affect learning in university settings. The objective was to examine services offered to university students with auditory disabilities from the perspective of the students receiving the services. This included an examination of how services were delivered, what processes were related to success and what gaps existed between the services available and the actual needs of student learners who are living with disabilities. Qualitative interviews were conducted with students with auditory disabilities who receive services from the accessibility office on a university campus in southern Ontario. Grounded theory methodology with a critical disability studies framework was used. Each interview was analyzed using an open coding, axial coding, and selective coding progression. The analyses revealed the following prominent themes: 1) participants felt respected as a person but did not get what they needed as a learner; 2) participants experienced emotional tension – they liked the people they worked with but still felt frustrated and disappointed; 3) participants felt that their learning needs were not understood-- people in accessibility services are kind but kindness does not equal disability knowledge; 4) participants felt that SAS staff are kind, but wait times are still too long; and 5) participants were tired of being grateful but don't want to be mean to staff. Recommendations included paying more attention to student self advocacy and institutional ableism.","abstract_html":"This thesis explored the experiences of students with auditory disabilities that affect learning in university settings. The objective was to examine services offered to university students with auditory disabilities from the perspective of the students receiving the services. This included an examination of how services were delivered, what processes were related to success and what gaps existed between the services available and the actual needs of student learners who are living with disabilities. Qualitative interviews were conducted with students with auditory disabilities who receive services from the accessibility office on a university campus in southern Ontario. Grounded theory methodology with a critical disability studies framework was used. Each interview was analyzed using an open coding, axial coding, and selective coding progression. The analyses revealed the following prominent themes: 1) participants felt respected as a person but did not get what they needed as a learner; 2) participants experienced emotional tension – they liked the people they worked with but still felt frustrated and disappointed; 3) participants felt that their learning needs were not understood-- people in accessibility services are kind but kindness does not equal disability knowledge; 4) participants felt that SAS staff are kind, but wait times are still too long; and 5) participants were tired of being grateful but don't want to be mean to staff. Recommendations included paying more attention to student self advocacy and institutional ableism.","abstract_has_math":false,"creators":["Williams, Stacyann"],"institution":"Brock University","degree_name":"M.A. Social Justice and Equity Studies","degree_level":"Masters","degree_discipline":"Faculty of Social Sciences","degree_department":"Social Justice and Equity Studies Program","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-09-23T17:58:48Z","date_published":"2022-09-23T17:58:48Z","updated_at":"2026-07-24T01:22:54Z","subjects":["critical disability studies; accessibility; grounded theory"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/16620","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Social Justice and Equity Studies Program"]},{"key":"dc:creator","label":"Author","values":["Williams, Stacyann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2022-09-23T17:58:48Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-09-23T17:58:48Z"]},{"key":"dc:date.issued","label":"Date","values":["2022-09-23T17:58:48Z"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Social Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Social Justice and Equity Studies"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["critical disability studies; accessibility; grounded theory"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/16620"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis explored the experiences of students with auditory disabilities that affect learning in university settings. The objective was to examine services offered to university students with auditory disabilities from the perspective of the students receiving the services. This included an examination of how services were delivered, what processes were related to success and what gaps existed between the services available and the actual needs of student learners who are living with disabilities. Qualitative interviews were conducted with students with auditory disabilities who receive services from the accessibility office on a university campus in southern Ontario. Grounded theory methodology with a critical disability studies framework was used. Each interview was analyzed using an open coding, axial coding, and selective coding progression. The analyses revealed the following prominent themes: 1) participants felt respected as a person but did not get what they needed as a learner; 2) participants experienced emotional tension – they liked the people they worked with but still felt frustrated and disappointed; 3) participants felt that their learning needs were not understood-- people in accessibility services are kind but kindness does not equal disability knowledge; 4) participants felt that SAS staff are kind, but wait times are still too long; and 5) participants were tired of being grateful but don't want to be mean to staff. Recommendations included paying more attention to student self advocacy and institutional ableism."]},{"key":"dc:title","label":"Title","values":[""Absent Students: A Critical disabilities studies approach to accessibility services ""]}]}],"canonical_facts":{"dc:contributor.department":["Social Justice and Equity Studies Program"],"dc:creator":["Williams, Stacyann"],"dc:date.accessioned":["2022-09-23T17:58:48Z"],"dc:date.available":["2022-09-23T17:58:48Z"],"dc:date.issued":["2022-09-23T17:58:48Z"],"dc:description.abstract":["This thesis explored the experiences of students with auditory disabilities that affect learning in university settings. The objective was to examine services offered to university students with auditory disabilities from the perspective of the students receiving the services. This included an examination of how services were delivered, what processes were related to success and what gaps existed between the services available and the actual needs of student learners who are living with disabilities. Qualitative interviews were conducted with students with auditory disabilities who receive services from the accessibility office on a university campus in southern Ontario. Grounded theory methodology with a critical disability studies framework was used. Each interview was analyzed using an open coding, axial coding, and selective coding progression. The analyses revealed the following prominent themes: 1) participants felt respected as a person but did not get what they needed as a learner; 2) participants experienced emotional tension – they liked the people they worked with but still felt frustrated and disappointed; 3) participants felt that their learning needs were not understood-- people in accessibility services are kind but kindness does not equal disability knowledge; 4) participants felt that SAS staff are kind, but wait times are still too long; and 5) participants were tired of being grateful but don't want to be mean to staff. Recommendations included paying more attention to student self advocacy and institutional ableism."],"dc:identifier.uri":["http://hdl.handle.net/10464/16620"],"dc:language.iso":["eng"],"dc:subject":["critical disability studies; accessibility; grounded theory"],"dc:title":[""Absent Students: A Critical disabilities studies approach to accessibility services ""],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Social Sciences"],"thesis:degree_level":["Masters"],"thesis:degree_name":["M.A. Social Justice and Equity Studies"],"thesis:institution_name":["Brock University"]},"updated_at":"2026-07-24T01:22:54Z"}