Rachel Hewett
Biographic Data
| ID | 6690001 |
|---|---|
| NAME | Rachel Hewett |
| GIVEN NAMES | Rachel |
| FAMILY NAME | Hewett |
| SIGNATURE | HEWETT R |
| AFFILIATIONS | University of Birmingham |
| ORCID | 0000-0002-6495-0764 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
“They were questioning whether I would even bother coming back”. Exploring evidence of inequality in “access”, “success” and “progression” in higher education for students with vision impairment
Drawing upon a unique longitudinal study, which has followed the experiences of students with vision impairment (VI) in the United Kingdom (UK) through the full university student lifecycle, we report the findings of an original analysis that seeks to broaden understanding of the lived experiences of students with disabilities in higher education (HE) by critically assessing student outcomes with respect to “access”, “success” and “progression”. …
Balancing inclusive design, adjustments and personal agency
This paper proposes a framework of support for reducing barriers to curriculum access for students with disabilities in higher education (HE), by drawing upon findings from a unique longitudinal qualitative study. The ‘Longitudinal Transitions Study’ commenced in 2010 and has been following the post-16 transition experiences of a group of 80 young people since they left compulsory education, 32 of whom went into HE. Interviews were conducted with…
Balancing inclusive design, adjustments and personal agency
This paper proposes a framework of support for reducing barriers to curriculum access for students with disabilities in higher education (HE), by drawing upon findings from a unique longitudinal qualitative study. The ‘Longitudinal Transitions Study’ commenced in 2010 and has been following the post-16 transition experiences of a group of 80 young people since they left compulsory education, 32 of whom went into HE. Interviews were conducted with…
Balancing inclusive design, adjustments and personal agency
This paper proposes a framework of support for reducing barriers to curriculum access for students with disabilities in higher education (HE), by drawing upon findings from a unique longitudinal qualitative study. The ‘Longitudinal Transitions Study’ commenced in 2010 and has been following the post-16 transition experiences of a group of 80 young people since they left compulsory education, 32 of whom went into HE. Interviews were conducted with…
“They were questioning whether I would even bother coming back”. Exploring evidence of inequality in “access”, “success” and “progression” in higher education for students with vision impairment
Drawing upon a unique longitudinal study, which has followed the experiences of students with vision impairment (VI) in the United Kingdom (UK) through the full university student lifecycle, we report the findings of an original analysis that seeks to broaden understanding of the lived experiences of students with disabilities in higher education (HE) by critically assessing student outcomes with respect to “access”, “success” and “progression”. …
Disability Education and Employment (2 works) · Education Systems and Policy (2 works) · Mathematics education (2 works) · Psychology (2 works) · Agency (philosophy (1 work) · Capability approach (1 work) · Curriculum (1 work) · Disability Rights and Representation (1 work) · Higher education (1 work) · Inclusion (mineral (1 work)