Incorporating disabled students within an inclusive higher education environment

By Mary Fuller *, A. Bradley, Mick Healey. 2004

262 citations recorded by the source corpus.

Subfields: Public Health, Environmental and Occupational Health, Safety Research

View Paper: https://www.semanticscholar.org/paper/0c0201d67ff359105833b6c1b6b607c713cde39f

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In Public Health, Environmental and Occupational Health

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Citations in the corpus

Higher education and disability: Exploring student experiences (2016, unknown): “Similar to the findings of previous studies conducted within the UK and Northern Ireland (Fuller et al., 2004; Goode, 2007; Redpath et al., 2013), participants expressed their frustration at having to continually inform staff, especially lecturers that they had a disability and required…”
‘I avoid pubs and the student union like the plague’: Students with Asperger Syndrome and their negotiation of university spaces (2010, background): “2004a , 2004b , National Disability Team and Skill 2004 , Riddell et al.”
Higher education provision for students with disabilities in Cyprus (2008, background): “Teaching modification in terms of re-thinking and adapting the learning goals and the curriculum did not take place in any of the colleges interviewed (Fuller et al. 2004; Shevlin et al. 2004).”
Teaching the ‘invisible’ disabled students in the classroom: disclosure, inclusion and the social model of disability (2009, background): “It has been compellingly argued, however, that teaching and learning practice can present a key barrier to disabled students’ learning once they arrive at university (Fuller, Bradley, and Healey 2004 , 306; Powell, 2003a; Tinklin, Riddell and Wilson 2004, 652).”
Narrative accounts of university education: socio-cultural perspectives of students with disabilities (2012, background): “While much of the linked academic research in this area notes effective and positive learning experiences and academic outcomes for these students and the HE sector as a whole, there have been suggestions that, beyond the surface of institutional policy, the reality of university life for students w”
Moving beyond the minimum: socially just pedagogies and Asperger’s syndrome in UK higher education (2010, background): “This increased attention has led to specific research on the teaching, learning and assessment experiences of disabled students (Freewood and Spriggs 2003 ; Fuller, Bradley, and Healey 2004a , Fuller et al.”
Confronting similar challenges? Disabled and non‐disabled students’ learning and assessment experiences (2010, background): “More recent literature has concentrated on the teaching, learning and assessment experiences of disabled students to inform inclusive curricula (Adams and Brown 2006 ; Freewood and Spriggs 2003 ; Fuller, Bradley, and Healey 2004 , Fuller et al.”