Higher education and disability: Exploring student experiences
By L. Kendall. 2016
137 citations recorded by the source corpus.
Abstract The number of students entering university within the United Kingdom (UK) with disabilities is continuing to increase. This paper draws upon data gathered from a small-scale qualitative study of 13 students with a declared disability within a UK university in the North of England. It sought to elicit the “voice” of students with disabilities, seeking to identify their experiences of any inclusive practice and any barriers to participation. Findings indicated that not all of the students were identified with being disabled and for some, there was a reluctance to disclose a disability due to perceived associated stigma. However, the student support services within the university were viewed as a positive resource, with provision being put in place within the first week of commencing university. Learning support plans (LSPs) were considered useful but “generic” rather than individualised. Barriers were identified as: staff being unaware of a student’s disability, unwillingness to make reasonable adjustments and a lack of assessment choice. Overall recommendations include an overhaul of the LSPs, consultation around differing assessments and a clear need for staff training in disability awareness.
Subfields: Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/baed02cf08d7b0c686fbd79396a1b6676b14e00f
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Citations in the corpus
- Academic success factors in university students with disabilities: a systematic review (2021, background): “For example, differences can be found in support services, anticipatory reasonable adjustments and in-service faculty training (Kendall 2016).”