Resident Directors' Views on Disability: A Theoretical Assessment Disability-Related Interactions with Higher Education Housing Professionals

Abstract

The point of view and attitudes of resident directors (RDs) on interactions involving housing professionals in higher education and disabilities are investigated in this paper. It underlines especially how important these findings are for creating inclusive living quarters on campus. Based on theories of disability and social roles, this study aims to find how effectively resident directors in college identify, grasp, and meet the particular needs of students with disabilities living on campus. To gather data for this quantitative study, a representative sample of RDs from several Chinese universities answered standardised questionnaires. The results show that depending on training, communication, attitudes, institutional policy clarity, past experience with disability-related events, awareness and reaction vary significantly. Descriptive and inferential statistical analyses reveal that institutions with well-established disability training programs for housing personnel often have more flexible and proactive approach. The study also shows that companies offering housing and disability services should work together to develop support models and training programs. Through advocating structural changes in RD training, institutional standards, and policy execution, this paper adds to the increasing corpus of studies on disability inclusion in higher education. The findings of the research could be used by higher education authorities to offer particular suggestions for improving accessibility for students with disabilities all during their stay on university.