The Experience of Higher Education from the Perspective of Disabled Students

By S. Holloway. 2001

257 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/887a93935ca9ddff7af038b7e8db11012bd4ba0b

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Citations in the corpus

Enduring disablism: students with dyslexia and their pathways into UK higher education and beyond (2007, background): “This thinking runs through most of the literature on issues of disability and higher education as responsibility is placed on staff for perpetuating disablist attitudes (Hall & Tinklin, 1998; Borland & James, 1999; Holloway, 2001; Fuller et al., 2004).”
Incorporating disabled students within an inclusive higher education environment (2004, background): “The few investigations that have undertaken in depth studies of disabled students' experience of higher education have focused on a small number of disabled students, between six and twenty-two (Baron et al., 1996; Borland & James, 1999; Hall & Tinklin, 1998; Holloway, 2001), although Riddell and he”
Students with disabilities in higher education: a biographical-narrative approach to the role of lecturers (2015, background): “report positive university experiences among students with disabilities (Hall & Tinklin, 1998; Nielsen, 2001), the vast majority indicate that lecturers drag their feet when asked to change their teaching style and adapt to the needs of their students (Fuller, Bradley, et al., 2004a; Hadjikakou & Ha”
The lived experience of students with an invisible disability at a Canadian university (2013, background): “It has also been reported that students put forth additional effort to have appropriate adjustments implemented (Borland and James 1999; Goode 2007; Holloway 2001).”
Disability and the Transition to Adulthood (2009, background): “Certain spaces may be entirely inaccessible for physically disabled students (”
Including young people with disabilities: Assessment challenges in higher education (2007, background): “At an institutional level, disability has been conceptualized on an ‘individual deficit’ model that offers support to the person with a disability though with little concomitant impact on institutional practices ( Holloway, 2001; Hurst, 1996; Reindal, 1995).”
Moving beyond the minimum: socially just pedagogies and Asperger’s syndrome in UK higher education (2010, background): “…disability discrimination legislation along the way, there has been a number of studies on the disabled student experience (Borland and James 1999; Holloway 2001; National Disability Team and Skill 2004; Riddell, Tinklin, and Wilson 2005; Healey et al. 2006; Goode 2007; Hopkins 2007; Jacklin et…”
The path of least resistance: a voice‐relational analysis of disabled students’ experiences of discrimination in English universities (2011, methodology): “Although Beilke and Yssel (1999) suggest that making physical adjustments to accommodate disabled students is easier than changing the attitudes of staff, recent research has reported that physical access to rooms, buildings and libraries is still a major problem with long distances between teaching”
Narrative accounts of university education: socio-cultural perspectives of students with disabilities (2012, background): “This paper will argue that until academics and educationalists within the HE sector are enabled to fully understand the overall educational experiences of these students, they will continue to fail in meeting their specific educational needs (Holloway 2001 ; Madriaga 2007 ; Gibson and Kendall 201”
Higher education and disability: Exploring student experiences (2016, unknown): “These barriers can include, the physical environment, with difficulties in accessing the campus, rooms, accommodation, library and support services (Holloway, 2001; Redpath, 2013).”
‘I avoid pubs and the student union like the plague’: Students with Asperger Syndrome and their negotiation of university spaces (2010, background): “…Disability Discrimination Act (DDA) (1995) in the United Kingdom (UK), there has been much work examining the disabled student experience in UK universities (Borland and James 1999, Holloway 2001, Fuller et al. 2004a, 2004b, National Disability Team and Skill 2004, Riddell et al. 2005, Goode 2007).”
Higher education students with disabilities speaking out: perceived barriers and opportunities of the Universal Design for Learning framework (2017, background): “The accommodation approach also assumes that students have sufficient knowledge about their disabilities to properly communicate their needs, which is not always the case (Holloway 2001).”
Higher education provision for students with disabilities in Cyprus (2008, background): “Qualitative studies on students with disabilities in higher education conducted in other countries have also enrolled small numbers of participants (e.g., Hall and Tinklin 1998; Holloway 2001; Shevlin et al. 2004; Goode 2007); in some of those studies a gender imbalance was also present (Goode 200”
Voices of "Disabled" Post Secondary Students: Examining Higher Education "Disability" Policy Using an Ableism Lens (2012, methodology): “These barriers lead to a lack of financial support (Holloway, 2001), difficulty seeking accommodations (Barnard-Brak, 2010; Olney & Kim, 2001), and outright discrimination such as lack of access to and within built structures (Holloway, 2001; Low, 1996).”
Disability in higher education – do reasonable adjustments contribute to an inclusive curriculum? (2020, background): “In this study, the term ‘disabled student’ refers to the environment that disables them (Holloway 2001).”