Inclusion of disabled Higher Education students

Why are we not there yet

Dados Bibliográficos

ID21695085
AutoresAnne Shaw (0000-0003-4631-3099, University of Greater Manchester, autor correspondente)
Ano2024
Volume28
Fascículo6
Páginas820-838
Data de publicação2024-05-11
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoInternational Journal of Inclusive Education (JOURNAL)
Identificadores do periódicoISSN: 1360-3116 • E-ISSN: 1464-5173
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13603116.2021.1968514
OpenAlexW3193800346
IdiomaEN
Citações recebidas25
Referências citadas46

This review tracks the last 50 years of the journey towards the inclusion of disabled students in Higher Education (H.E.). It provides a critical overview of the impact of evolving U.K. policy aimed at widening participation for disabled H.E. students. The overview spotlights the historical, ideological and political influences on policy and practice and illuminates the underlying causes of the social injustices still experienced by disabled H.E. students. Despite a government commitment to inclusive practices, data reveals disabled H.E. students are among those most at risk of withdrawing from university and have lower degree outcomes than non-disabled students (OfS. 2021 OfS. 2021. Access and Participation Resources: Findings from the Data. https://www.officeforstudents.org.uk/media/4dcf0f63-4ff0-4df2-ba52-3b2ef0a8a28d/access-and-participation-data-resources-sector-summary-2021.pdf. [Google Scholar]. Access and Participation Resources: Findings from the Data. https://www.officeforstudents.org.uk/media/4dcf0f63-4ff0-4df2-ba52-3b2ef0a8a28d/access-and-participation-data-resources-sector-summary-2021.pdf, 19). The article illustrates how the prevailing models of disability have influenced definitions of disability and inclusion. It highlights tensions between the Government's accountability agenda and inclusive practice ideals. The paper reviews U.K. studies of inclusion of disabled H.E. students. It unearths barriers, particularly concerning stigma, disclosure, and social inclusion, rooted in historical misrepresentations of disability remaining intact in contemporary society. Implications for H.E. institutions and policymakers are highlighted. Recommendations for researchers include research aligned with disabled people’s lived experiences and further investigation of barriers relating to attitudes of non-disabled students

Accountability · Disability studies · Higher education · Ideology · Pedagogy · Political science · Politics · Public relations · Social science · Sociology · Disability Education and Employment · Disability Rights and Representation · Gender Studies · Inclusion and Disability in Education and Sport · Law · Psychology