Inclusion in Uncertain Times
Changes in Practices, Perceptions, and Attitudes around Accessibility and Inclusive Practice in Higher Education
Bibliographic Data
| ID | 22043526 |
|---|---|
| Authors | Kate Lister (0000-0002-7209-9244, Coventry (United Kingdom), corresponding author), V K Pearson (0000-0003-1334-7460, The Open University), Tim Coughlan (0000-0002-0891-5438, The Open University), Felipe Tessarolo (0000-0001-5765-2016, The Open University) |
| Year | 2022 |
| Volume | 12 |
| Issue | 8 |
| Pages | 571 |
| Publication date | 2022-08-21 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci12080571 |
| OpenAlex | W4293071479 |
| Language | EN |
| Citations received | 7 |
| References cited | 22 |
Accessibility, inclusive teaching, and student support are multi-faceted; they are dependent on wider institutional factors, such as leadership, resource, systems, and culture. To be truly inclusive requires a whole institution approach, with voices, perspectives, and stakeholder buy-in sought from across the institution. This can be extremely challenging because these can be sensitive to myriad institutional, sector, and societal changes that can influence working practices, resource management, and capacity. In this paper, we analyse responses from three iterations of a biennial staff survey conducted in 2017, 2019, and 2021 at the Open University (OU), capturing views on accessibility and inclusion before and during the COVID-19 pandemic and other challenging circumstances. These responses, from tutors, module and programme teams, educational technologists, library staff, and student support teams, reveal crucial insight into the (in)accessibility of support and practice across the institution, as well as insight into staff skills, attitudes, and knowledge around accessibility, and the fitness for purpose of the systems and structures in place. In this analysis, we explore how staff practices and perceptions change over time; identify the themes that remain constant over time, despite global circumstances; and explore how these themes can inform a whole-institution approach to accessibility and inclusion
Higher education · Institution · Medical education · Organizational culture · Pedagogy · Perception · Political science · Public relations · Social science · Sociology · Stakeholder · Computer Science · Disability Education and Employment · Disability Rights and Representation · Down syndrome and intellectual disability research · Medicine · Psychology · Social Psychology
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| Unique citing works | 7 |
|---|---|
| Citations per year | 2.33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |