Citations (51)
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Meghan Owenz & Laura Cruz. (2023) Addressing Student Test Anxiety through Universal Design for Learning Alternative Assessments. College Teaching 0:0, pages 1-11.
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Juan Manuel García González, Sonia Gutiérrez Gómez-Calcerrada, Eva Solera Hernández & Sergio Rios-Aguilar. (2023) The Twisting Road to Access to Higher Education for People with Disabilities in Spain. International Journal of Disability, Development and Education 70:5, pages 829-842.
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Rocío de la Torre, Gema Calleja & Amaya Erro-Garcés. (2023) Pushing limits in higher education: inclusion services’ perspectives on supporting students with learning disabilities in Spanish universities. Journal of Higher Education Policy and Management 45:4, pages 423-441.
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Sergey Malinovskiy, Ekaterina Shibanova & Zulfiya Movkebayeva. (2023) Barriers and facilitators of access to higher education in a weakly institutionalised context: perceptions of disabled students. Disability & Society 0:0, pages 1-23.
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Gavin W. Watts, Mariya T. Davis & Eric J. López. (2023) ‘How are you doing?’: college instructors’ relationships and communication with students with intellectual disabilities. International Journal of Developmental Disabilities 0:0, pages 1-11.
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Raphael Papa Kweku Andoh, Felix Kumedzro & Rita Kwakuma Nketsiaba. (2022) Accommodation of students with physical disabilities in face-to-face based distance education in Ghana. Higher Education Research & Development 41:7, pages 2155-2169.
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Rafael Carballo, Arecia Aguirre & Rosario Lopez-Gavira. (2022) Social and Juridical Sciences faculty members’ experiences in Spain: what to do to develop an inclusive pedagogy. Disability & Society 37:9, pages 1501-1522.
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Richard Vergunst & Leslie Swartz. (2022) Experiences with supervisors when students have a psychosocial disability in a university context in South Africa. Teaching in Higher Education 27:5, pages 695-708.
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Alise de Bie, Elizabeth Marquis, Megan Suttie, Olivia Watkin-McClurg & Cherie Woolmer. (2022) Orientations to teaching more accessibly in postsecondary education: mandated, right, pedagogically effective, nice, and/or profitable?. Disability & Society 37:5, pages 849-874.
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Luzelle Naudé, Lindi Nel & Annemarike de Beer. (2022) Towards interdependence: reciprocal relationships between students living with disability and their significant others. Disability & Society 0:0, pages 1-21.
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Karen Olave-Encina. (2022) Experiences of an international student with a visual disability making sense of assessment and feedback. International Journal of Inclusive Education 26:5, pages 466-479.
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Marlyn Khouri, Orly Lipka & Michal Shecter-Lerner. (2022) University faculty perceptions about accommodations for students with learning disabilities. International Journal of Inclusive Education 26:4, pages 365-377.
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Rhoda von Below, Elliott Spaeth & Chiara Horlin. (2021) Autism in Higher Education: dissonance between educators’ perceived knowledge and reported teaching behaviour. International Journal of Inclusive Education 0:0, pages 1-18.
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Arecia Aguirre, Rafael Carballo & Rosario Lopez-Gavira. (2021) Improving the academic experience of students with disabilities in higher education: faculty members of Social Sciences and Law speak out. Innovation: The European Journal of Social Science Research 34:3, pages 305-320.
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Lois Odame, Maxwell Peprah Opoku, William Nketsia & Betty Nanor. (2021) University Experiences of Graduates with Visual Impairments in Ghana. International Journal of Disability, Development and Education 68:3, pages 332-346.
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Orly Lipka, Marlyn Khouri & Michal Shecter-Lerner. (2020) University faculty attitudes and knowledge about learning disabilities. Higher Education Research & Development 39:5, pages 982-996.
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Eli Langørgen & Eva Magnus. (2020) ‘I have something to contribute to working life’ – students with disabilities showcasing employability while on practical placement. Journal of Education and Work 33:4, pages 271-284.
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Eli Langørgen, Patrick Kermit & Eva Magnus. (2020) Gatekeeping in professional higher education in Norway: ambivalence among academic staff and placement supervisors towards students with disabilities. International Journal of Inclusive Education 24:6, pages 616-630.
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Heidi Lourens & Leslie Swartz. (2020) ‘Every Now and Then You Slip up and Then You Are in Trouble’: The Responsibility on Students with Visual Impairments to Access Reasonable Accommodations in South Africa. International Journal of Disability, Development and Education 67:3, pages 320-335.
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Mario Biggeri, Diego Di Masi & Rosa Bellacicco. (2020) Disability and higher education: assessing students’ capabilities in two Italian universities using structured focus group discussions. Studies in Higher Education 45:4, pages 909-924.
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Ciara O'Byrne, Caroline Jagoe & Margaret Lawler. (2019) Experiences of dyslexia and the transition to university: a case study of five students at different stages of study. Higher Education Research & Development 38:5, pages 1031-1045.
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Víctor-Hugo Perera-Rodríguez & Anabel Moriña Díez. (2019) Technological challenges and students with disabilities in higher education. Exceptionality 27:1, pages 65-76.
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Eli Langørgen & Eva Magnus. (2018) ‘We are just ordinary people working hard to reach our goals!’ Disabled students’ participation in Norwegian higher education. Disability & Society 33:4, pages 598-617.
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Tawanda Majoko. (2018) Participation in higher education: Voices of students with disabilities. Cogent Education 5:1.
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Anabel Moriña, Rosario López-Gavira & Victor M. Molina. (2017) What if we could Imagine an Ideal University? Narratives by Students with Disabilities. International Journal of Disability, Development and Education 64:4, pages 353-367.
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Anabel Moriña. (2017) ‘We aren’t heroes, we’re survivors’: higher education as an opportunity for students with disabilities to reinvent an identity. Journal of Further and Higher Education 41:2, pages 215-226.
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Jane Seale. (2017) From the voice of a ‘socratic gadfly’: a call for more academic activism in the researching of disability in postsecondary education. European Journal of Special Needs Education 32:1, pages 153-169.
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Anabel Moriña. (2017) Inclusive education in higher education: challenges and opportunities. European Journal of Special Needs Education 32:1, pages 3-17.
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Matthew Butler, Leona Holloway, Kim Marriott & Cagatay Goncu. (2017) Understanding the graphical challenges faced by vision-impaired students in Australian universities. Higher Education Research & Development 36:1, pages 59-72.
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Lynne Kendall. (2016) Higher education and disability: Exploring student experiences. Cogent Education 3:1.
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Anabel Moriña, M. Dolores Cortés-Vega & Víctor M. Molina. (2015) Faculty training: an unavoidable requirement for approaching more inclusive university classrooms. Teaching in Higher Education 20:8, pages 795-806.
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Articles from other publishers (20)
Hanna Lopatina, Natalia Tsybuliak, Anastasiia Popova, Olha Hurenko & Yana Suchikova. (2023) Inclusive education in higher education institution: Are Ukrainian faculty members’ ready for it?. Research in Education.
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Suang-I Anunthawichak. 2023. Interdisciplinary Perspectives on Special and Inclusive Education in a Volatile, Uncertain, Complex & Ambiguous (Vuca) World. Interdisciplinary Perspectives on Special and Inclusive Education in a Volatile, Uncertain, Complex & Ambiguous (Vuca) World
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Gregor Wolbring & Aspen Lillywhite. (2023) Burnout through the Lenses of Equity/Equality, Diversity and Inclusion and Disabled People: A Scoping Review. Societies 13:5, pages 131.
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Anabel Moriña & Inmaculada Orozco. (2023) Facilitadores para la Inclusión: Claves para el Éxito Universitario. Revista Iberoamericana de Evaluación Educativa 16:1, pages 31-45.
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Gonen Singer, Maya Golan, Rachel Shiff & Dvir Kleper. (2022) Evaluating the Effectiveness of Accommodations Given to Students With Learning Impairments: Ordinal and Interpretable Machine-Learning-Based Methodology. IEEE Transactions on Learning Technologies 15:6, pages 736-746.
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Eugenia Victoriano Villouta & Ernesto Treviño Villarreal. (2022) University access policies for persons with disabilities: Lessons from two Chilean universities. International Journal of Educational Development 91, pages 102577.
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Emily Nordmann, Anne Clark, Elliott Spaeth & Jill R. D. MacKay. (2021) Lights, camera, active! appreciation of active learning predicts positive attitudes towards lecture capture. Higher Education 83:3, pages 481-502.
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Mohaned G. Abed & Todd K. Shackelford. (2021) Faculty Perspectives on Accommodations for Students with Visual Impairments in Saudi Arabia. Journal of Visual Impairment & Blindness 115:3, pages 242-250.
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María Nieves Sánchez Díaz & Beatriz Morgado Camacho. (2021) Docentes universitarios inclusivos: qué les caracteriza y cómo conciben la discapacidad. Siglo Cero Revista Española sobre Discapacidad Intelectual 52:1, pages 27-43.
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Nuria González-Castellano, María Jesús Colmenero-Ruiz & Eulogio Cordón-Pozo. (2021) Factors that influence the university's inclusive educational processes: perceptions of university professors. Heliyon 7:4, pages e06853.
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Huan Li, Jiaying Lin, Hongyu Wu, Zhaojun Li & Mengxue Han. (2021) “How do I survive exclusion?” Voices of students with disabilities at China’s top universities. Children and Youth Services Review 120, pages 105738.
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Anabel Moriña & Victor H. Perera. (2018) Inclusive Higher Education in Spain: Students With Disabilities Speak Out. Journal of Hispanic Higher Education 19:3, pages 215-231.
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Tim Seidenschnur, Amélia Veiga, Jens Jungblut & António Magalhães. (2019) Hopes, beliefs, and concerns: narratives in German and Portuguese universities regarding Brexit. Higher Education 79:5, pages 867-884.
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Stefania Savva. 2019. Global Perspectives on Inclusive Teacher Education. Global Perspectives on Inclusive Teacher Education
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Rosario Lopez-Gavira, Anabel Moriña, Noelia Melero-Aguilar & Victor Hugo Perera-Rodríguez. (2016) Proposals for the Improvement of University Classrooms: The Perspective of Students with Disabilities. Procedia - Social and Behavioral Sciences 228, pages 175-182.
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Anabel Moriña, M. Dolores Cortés-Vega & Víctor M. Molina. (2015) What if we could imagine the ideal faculty? Proposals for improvement by university students with disabilities. Teaching and Teacher Education 52, pages 91-98.
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