Balancing inclusive design, adjustments and personal agency
Progressive mutual accommodations and the experiences of university students with vision impairment in the United Kingdom
Bibliographic Data
| ID | 12579161 |
|---|---|
| Authors | Rachel Hewett (0000-0002-6495-0764, University of Birmingham, corresponding author), Graeme Douglas (0000-0002-0627-2889, University of Birmingham), Michael McLinden (University of Birmingham), Sue Keil (Visual Impairment Education Workforce (VIEW), Birmingham, UK) |
| Year | 2018 |
| Volume | 24 |
| Issue | 7 |
| Pages | 754-770 |
| Publication date | 2018-07-05 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2018.1492637 |
| OpenAlex | W2860280130 |
| Language | EN |
| Citations received | 13 |
| References cited | 18 |
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 participants at several key stages of their time in HE including initial application, initial transition and end of first year and at regular periods during their courses. These were supplemented by focused case study work with seven of the participants. The analysis provides original examination of how appropriate balance can be achieved between broad inclusive practice, and individual adjustments to meet specific needs. Key curriculum access issues identified in the study are outlined with examples of how these were overcome through ‘inclusive practice’, ‘individual adjustments’ and ‘individual agency’ of the student. Drawing upon a Bioecological Model of Inclusive HE, a framework of support is proposed for achieving an appropriate balance through the notion of progressive and mutual accommodations to facilitate learning environments which enable students with disabilities to become independent learners. The paper has broader significance for educators and researchers concerned with promoting inclusive teaching in HE and ensuring equality of opportunity for all students
Agency (philosophy · Capability approach · Curriculum · Higher education · Inclusion (mineral · Mathematics education · Medical education · Pedagogy · Political science · Qualitative research · Sense of agency · Sociology · Disability Education and Employment · Disability Rights and Representation · Education Systems and Policy · Medicine · Psychology · Social Psychology
Análisis de la Participación Académica de los y las Estudiantes con Discapacidad Sensorial de la Pontificia Universidad Católica de Chile
Aspirations and accommodations for students with disability to equitably access higher education
Beginning Teachers with Physical or Sensory Disabilities
Literacy, numeracy, and problem-solving skills of adults with disabilities in STEM fields
Inclusion of disabled Higher Education students
Inclusion of higher education disabled students
Docentes universitarios inclusivos
Inclusión educativa del alumnado en situación de discapacidad en las universidades públicas de Centroamérica y el Caribe. Perspectiva de diversos profesionales
Professional identity formation among beginning teachers with significant physical or sensory disabilities
Enablers and barriers to equitable participation for students with blindness or low vision in Australian mainstream secondary schools
Reducing vocational education inequality for students from refugee backgrounds
I seriously wanted to opt for science, but they said no”
Universal design of instruction to enhance learning for university students with visual disabilities
| Citations per year | 2.17 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |