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ERIC Number: EJ961503
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1710-2146
Developing the Understanding and Practice of Inclusion in Higher Education for International Students with Disabilities/Additional Needs: A Whole Schooling Approach
Supple, Briony; Abgenyega, Joseph
International Journal of Whole Schooling, v7 n2 p92-108 2011
In this paper we present research on inclusion in higher education using a whole schooling philosophy. We seek insight into the perspectives of international students with disabilities/additional needs, three of whom from this particular research group are from non-English speaking backgrounds and attending the same university in Melbourne, Australia. In this paper we used voice relational methodology to analyse these students' experiences of inclusive practice. These experiences provide the basis for our discussion of fundamental differences among various kinds of inclusive practice and cultures, resulting in a typology including support systems and experiences from staff and disability liaison personnel. In doing so, we aim to inform policy and models for best practice to maximise the educational experiences of international students with disabilities and additional needs, and indeed, of all students. Finally, we discuss the implications of the findings for lecturers, teachers, support staff and policy makers in implementing strategic and successful inclusion for international students with a disability/additional needs in a higher education context. (Contains 2 figures.)
Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia