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Particiption in Higher Education for Students with Disabilities

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Linda Lane
Rachel Hadodo
Ylva Donning
Publicerad i Proceedings: Högskolepedagogisk konferens i Göteborg, HKG-2013, 17 oktober 2013
Publiceringsår 2013
Publicerad vid Institutionen för socialt arbete
Språk en
Ämnesord Students with disability, higher education, EU, learning, academic support
Ämneskategorier Pedagogiskt arbete, Handikappsforskning

Sammanfattning

The aim of our study is to discuss how Higher Education (HE) can be more inclusive of students with disabilities. The literature shows that a great deal of information on procedures and practices has been produced for the benefit of HE institutions to help them take into account the needs of students with disabilities. However, little information has been solicited from students themselves. As part of a larger EU-project, we surveyed a convenience sample of 58 University of Gothenburg students with disabilities. The aim of the survey was to find out which needs required fulfillment in order for them to participate fully in higher education. Our goals were: to learn more about what it means to be a student with disability; and to use this knowledge in our project to suggest new ideas and methods for how higher education institutions can be more inclusive of the needs of all students when developing pedagogical methods and support systems. Thus far, results from the survey show that students with disabilities express a variety of needs and concerns that can be categorized into four broad but distinct areas: 1) access to information both before entering higher education as well as whilst in higher education; 2) pedagogical, physical, technical and social support; 3) accessibility within the physical environment; and 4) attitudes, assumptions about disabilities. These results suggest that attention should be paid to equality of opportunity and inclusive actions to assure that the needs and experiences students with disabilities are taken into account in HE policy and practice. With this report we hope to engage the broader academic community – teachers, administrative and support staff as well as university leadership in a conversation on these issues.

The research was produced as part of European Action on Disability in Higher Education (EADHE), a 2-year, 6-country, EU financed project within the ERASMUS Lifelong Learning Programme.

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