Academic Integrity: Considerations for Accessibility, Equity, and Inclusion

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dc.contributor.authorPagaling, Rachel
dc.contributor.authorEaton, Sarah Elaine
dc.contributor.authorMcDermott, Brenda
dc.date.accessioned2022-04-01T20:10:58Z
dc.date.available2022-04-01T20:10:58Z
dc.date.issued2022-04-04
dc.description.abstractPurpose: This report summarizes existing research related to academic integrity, accessibility, equity, and inclusion, with a particular focus on individuals with learning disabilities and neurodevelopmental disabilities. It provides an overview of the literature up to and including August 2021, highlighting key issues and existing gaps. The literature review is supplemented with a discussion of key issues and recommendations for practice. Methods: Our research question (RQ) was: What does the research literature show about academic integrity and related terms (i.e., academic misconduct, academic dishonesty, and plagiarism) in students with disabilities (i.e., learning and neurodevelopmental disabilities) in post-secondary settings? To answer this question, a methodical search of databases was undertaken, relevant research was compiled, and articles were summarized and categorized. Results: We ran two searches each using different sets of key words. Although our searches proved unsuccessful, we provide a brief annotated bibliography of sources we knew to exist prior to our search. In addition, we offer a comprehensive discussion exploring why the searches failed, along with a discussion of some broader issues related to academic integrity and student accessibility. Implications: Scholarly and practitioner inquiry into the connections between academic integrity, accessibility, equity, and inclusion have been slow to develop. This presents opportunities for further inquiry, though we offer the caveat that such studies should be undertaken in the spirit of student success and supports. Most often discussion of the academic integrity and students with disability focus on the legitimacy of the academic accommodations. As more stakeholders become aware of the need to understand the connections between academic integrity, accessibility, equity, and inclusion, there is room for further recommendations for policy, policy implementation, and support through technology, education, and intervention programs. Additional materials: 82 References; 2 Tablesen_US
dc.identifier.citationPagaling, R., Eaton, S.E., & McDermott, B. (2022, April 4). Academic Integrity: Considerations for Accessibility, Equity, and Inclusion. University of Calgary. Calgary, Canada.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/39667
dc.identifier.urihttp://hdl.handle.net/1880/114519
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0en_US
dc.subjectacademic integrityen_US
dc.subjectacademic misconducten_US
dc.subjecthigher educationen_US
dc.subjectacademic dishonestyen_US
dc.subjectplagiarismen_US
dc.subjectaccessibilityen_US
dc.subjectequityen_US
dc.subjectinclusionen_US
dc.subjectlearning disabilityen_US
dc.subjectneurodevelopmental disabilityen_US
dc.subjectneurodiversityen_US
dc.subjectdyslexiaen_US
dc.subjectAutism Spectrum Disorderen_US
dc.titleAcademic Integrity: Considerations for Accessibility, Equity, and Inclusionen_US
dc.typereporten_US
ucalgary.item.requestcopyfalseen_US
ucalgary.scholar.levelGraduate student, faculty, professional staffen_US
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