Including young people with disabilities: Assessment challenges in higher education

By Joan Hanafin, M. Shevlin, M. Kenny, Eileen Mc Neela. 2007

144 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b7ab96753ae8c50c3b198e2d14a520fcff3a0a93

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Safety Research

Citations in the corpus

The path of least resistance: a voice‐relational analysis of disabled students’ experiences of discrimination in English universities (2011, background): “It would appear that many institutions are being dominated by modernist ideas as to what constitutes the right way to assess learning (Hanafin et al. 2007).”
Higher education and disability: Exploring student experiences (2016, background): “Certainly, research highlights di culties around modes of assessment for students with a disability (Hanain et al., 2007).”
Simply academic? Why children with special educational needs don’t like school (2012, background): “Much of this research, however, has tended to focus on the outcomes and academic attainment of students with special educational needs (Hanafin et al. 2007; Cassen and Kingdon 2007; Kalambouka et al. 2007).”
Voices of university students with disabilities: inclusive education on the tertiary level – a reality or a distant dream? (2015, background): “…referred to a number of barriers they faced while attending university, such as architectural obstacles (Hadjikakou, Polycarpou, and Hadjilia 2010; Hanafin et al. 2006), negative staff attitudes and their reluctance to provide support (Cawthon and Cole 2010; Fuller et al. 2004; Hanafin et al.…”
Confronting similar challenges? Disabled and non‐disabled students’ learning and assessment experiences (2010, background): “2007 ; Shevlin, Kenny, and McNeela 2004 ), South Africa (Matshedisho 2007 ), and Cyprus (Hadjikakou and Hartas 2008 ).”