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ERIC Number: EJ1138243
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: EISSN-2331-186X
Higher Education and Disability: Exploring Student Experiences
Kendall, Lynne
Cogent Education, v3 n1 Article 1256142 2016
The number of students entering university within the United Kingdom (UK) with disabilities is continuing to increase. This paper draws upon data gathered from a small-scale qualitative study of 13 students with a declared disability within a UK university in the North of England. It sought to elicit the "voice" of students with disabilities, seeking to identify their experiences of any inclusive practice and any barriers to participation. Findings indicated that not all of the students were identified with being disabled and for some, there was a reluctance to disclose a disability due to perceived associated stigma. However, the student support services within the university were viewed as a positive resource, with provision being put in place within the first week of commencing university. Learning support plans (LSPs) were considered useful but "generic" rather than individualised. Barriers were identified as: staff being unaware of a student's disability, unwillingness to make reasonable adjustments and a lack of assessment choice. Overall recommendations include an overhaul of the LSPs, consultation around differing assessments and a clear need for staff training in disability awareness.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)