Exploring the Perspectives of Resident Directors on Disability: A Theoretical Evaluation Professionals in the Industry of Higher Learning and Interactions Related to Disability

Abstract

Within the context of contacts between housing professionals in higher education and individuals with disabilities, this research seeks to understand the perspective and attitude of resident directors (RDs). In particular, it highlights the significance of these results for the development of inclusive campus housing. The purpose of this research is to examine, via the lens of disability and social role theories, the degree to which college resident directors are able to recognise, understand, and accommodate the unique requirements of disabled students living on campus. This quantitative analysis relies on the responses of standardised questionnaires filled out by RDs from many Chinese colleges. Awareness and response differ substantially based on factors such as training, communication, attitudes, the clarity of institutional policies, and prior experience with disability-related occurrences. Results from descriptive and inferential statistics show that housing organisations with robust disability training programs tend to be more accommodating and proactive. Additionally, the research highlights the need for collaboration between housing and disability service providers to establish training programs and support models. In order to contribute to the growing body of research on disability inclusion in higher education, this study argues for systemic reforms in RD training, institutional standards, and the implementation of policies. Authorities in the field of higher education might utilise the research's results to provide targeted recommendations for making university life more accessible for students with impairments.