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Not lazy, not faking: teaching and learning experiences of university students with disabilities

Artikel i vetenskaplig tidskrift
Författare Tanya Osborne
Publicerad i Disability and Society
Volym 34
Nummer/häfte 2
Sidor 228-252
ISSN 0968-7599
Publiceringsår 2019
Publicerad vid
Sidor 228-252
Språk en
Länkar https://doi.org/10.1080/09687599.20...
Ämnesord disability, epistemic ignorance, higher education, learning and teaching, social justice
Ämneskategorier Handikappsforskning, Lärande

Sammanfattning

This study explores the learning and teaching experiences of 105 disabled students mostly based in England, but with international voices. Students with disabilities are under-represented in universities and tend to have worse post-degree outcomes despite similar attainment rates to their peers. This presents a social justice issue. This article focuses on classroom experiences of these students. Using a survey with qualitative and quantitative elements, students were asked to give details about their experiences in taught settings, about their relationships with academic staff, and about their aspirations. Their responses have been analysed thematically and have been discussed in the context of the discourse around epistemic ignorance and social justice. The study finds that students may feel concerned about anonymity in disclosing disabilities and may be concerned about the way that others perceive them. The study finds that students perceive academic staff as often improperly trained for inclusive teaching.

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