Citations (46)
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Lindi Nel, Annemarike de Beer & Luzelle Naudé. (2023) Challenges as Motivation for Growth in First-Year Students Living with Disability. International Journal of Disability, Development and Education 70:7, pages 1438-1457.
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Lesley Batty & Katie Reilly. (2023) Understanding barriers to participation within undergraduate STEM laboratories: towards development of an inclusive curriculum. Journal of Biological Education 57:5, pages 1147-1169.
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Beatriz Morgado & María Nieves Sánchez-Díaz. (2023) Teaching for all: profile of faculty members who facilitate the success and inclusion of students with disability. European Journal of Special Needs Education 0:0, pages 1-16.
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Rachel Hewett, Graeme Douglas & Mike McLinden. (2023) “They were questioning whether I would even bother coming back”. Exploring evidence of inequality in “access”, “success” and “progression” in higher education for students with vision impairment. Educational Review 75:2, pages 172-194.
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Pilar Arnaiz-Sánchez, Patricia Zorrilla Carriquí, Salvador Alcaraz & Carmen-María Caballero. (2023) A study of the barriers to communication and learning of university students with hearing impairment during the COVID-19 pandemic. European Journal of Special Needs Education 0:0, pages 1-11.
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Sarah E. Kisanga & Dalton H. Kisanga. (2022) The role of assistive technology devices in fostering the participation and learning of students with visual impairment in higher education institutions in Tanzania. Disability and Rehabilitation: Assistive Technology 17:7, pages 791-800.
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Anabel Moriña & Gilda Biagiotti. (2022) Academic success factors in university students with disabilities: a systematic review. European Journal of Special Needs Education 37:5, pages 729-746.
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Martin Giese, Michaela Greisbach, Michelle Meier, Theresa Neusser & Nino Wetekam. (2022) ‘I usually never got involved’: understanding reasons for secondary students with visual impairments leaving mainstream schooling in Germany. European Journal of Special Needs Education 37:2, pages 264-277.
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Lois Odame, Bertha Osei-Hwedie, William Nketsia, Maxwell Peprah Opoku & Betty Nanor Arthur. (2021) University preparation and the work capabilities of visually impaired graduates in Ghana: a tracer study. International Journal of Inclusive Education 25:11, pages 1287-1304.
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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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Rachel Hewett, Graeme Douglas, Michael McLinden & Sue Keil. (2020) Balancing inclusive design, adjustments and personal agency: progressive mutual accommodations and the experiences of university students with vision impairment in the United Kingdom. International Journal of Inclusive Education 24:7, pages 754-770.
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Josep-Maria Sanahuja-Gavaldà, José-Luís Muñoz-Moreno & Joaquín Gairín-Sallán. (2020) Tutoring students with disabilities at the university (La tutorización de los estudiantes con discapacidad en la universidad). Culture and Education 32:1, pages 65-77.
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Articles from other publishers (34)
Long Kim Vo & Bach Xuan Tran. (2023) Managing the objectives of inclusive teaching for primary school children with disabilities. Revista de Gestão e Secretariado (Management and Administrative Professional Review) 14:11, pages 20396-20423.
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Paul A. Bartolo, Michelle Borg, Anne-Marie Callus, Alistair De Gaetano, Marchita Mangiafico, Edward Mazzacano D’Amato, Carmen Sammut, Ramona Vella Vidal & Jonathan Vincent. (2023) Aspirations and accommodations for students with disability to equitably access higher education: a systematic scoping review. Frontiers in Education 8.
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Ashraf Mustafa, Maxwell Peprah Opoku, Ahmed Hamdan, Mohammed Safi & Enas Mohamed. (2023) Perceived effectiveness of assistive devices and support services provided to students with visual impairment in mainstream classrooms in the United Arab Emirates. British Journal of Special Education.
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Mathieu Di Miceli. (2023) Diversity in the United Kingdom: Quantification for higher education in comparison to the general population. European Journal of Education.
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Kubra Akbayrak. (2023)
‘Not now but in the future’
investigating enablers and barriers to independence and readiness for higher education of learners with vision impairment in Turkey
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Abdullah Saleh Alanazi, Abdullah Ahmed Almulla & Mohamad Ahmad Saleem Khasawneh. (2023) Exploring the E-learning Supporting Systems for Students with Special Needs. Revista de Gestão Social e Ambiental 17:7, pages e03917.
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Abdullah Madhesh. (2023) Quality of life of higher education students with disabilities at Shaqra University. Research in Developmental Disabilities 138, pages 104520.
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J Jacob Kirksey, Kristin Mansell & Teresa Lansford. (2023) Literacy, numeracy, and problem-solving skills of adults with disabilities in STEM fields. Policy Futures in Education, pages 147821032311771.
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Ana Doménech, Inmaculada Orozco & Rosario Lopez-Gavira. (2023) Recommendations about inclusive pedagogy for Spanish faculty members in the area of Social and Legal Sciences. International Journal of Educational Research 117, pages 102116.
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Takalani Rhoda Luhalima & Shonisani Agnes Mulovhedzi. 2023. Using African Epistemologies in Shaping Inclusive Education Knowledge. Using African Epistemologies in Shaping Inclusive Education Knowledge
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José María Fernández-Batanero, Marta Montenegro-Rueda & José Fernández-Cerero. (2022) Access and Participation of Students with Disabilities: The Challenge for Higher Education. International Journal of Environmental Research and Public Health 19:19, pages 11918.
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Vivian Rath. (2022) Social engagement: Hearing the experiences of disabled students in higher education in Ireland. Frontiers in Education 7.
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Hisham E. Bilal Salih & Toshibumi Kakizawa. (2022) Comparing the Two Educational Systems for Visually Impaired Students in Sudan: Pros and Cons. Education Sciences 12:6, pages 411.
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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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Sithabile Ntombela & Vimbi Petrus Mahlangu. 2022. Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society. Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society
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Emma Croft. (2021) “Everyone Thought My Library Assistant was My Mum”. Visually Impaired and Blind Students’ Experiences of Interactions with Support and Other Staff in Higher Education. Journal of Disability Studies in Education 2:2, pages 136-157.
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Tahsin Firat. (2021) Experiences of students with visual impairments in higher education: barriers and facilitators. British Journal of Special Education 48:3, pages 301-322.
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Carolina Rodrigues Mendonça, Karla Tais de Oliveira Souza, Jalsi Tacon Arruda, Matias Noll & Nilza Nascimento Guimarães. (2021) Human Anatomy: Teaching–Learning Experience of a Support Teacher and a Student with Low Vision and Blindness. Anatomical Sciences Education 14:5, pages 682-692.
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Judith Pérez-Castro. (2021) Condiciones para la docencia inclusiva: análisis desde las barreras y los facilitadores. Revista Iberoamericana de Educación Superior, pages 138-157.
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Silvio Carlo Ripamonti, Laura Galuppo, Giulia Provasoli & Angelo Benozzo. (2020) Unmasking Reflexivity in HR Managers During the COVID-19 Lockdown in Italy. Frontiers in Psychology 11.
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Emma Croft. (2020) Experiences of Visually Impaired and Blind Students in UK Higher Education: An Exploration of Access and Participation. Scandinavian Journal of Disability Research 22:1, pages 382-392.
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Minnie Y. Teng, Mary-Lou Brown, Tal Jarus & Laura Yvonne Bulk. (2019) How does a sense of belonging develop in postsecondary? A conceptual Belonging in Academia Model (BAM) from sighted perspectives. Research in Education 108:1, pages 80-103.
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Jill R.D. MacKay. (2020) First year undergraduates make use of recordings to overcome the barriers to higher education: evidence from a survey. Research in Learning Technology 28:0.
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Michael McLinden, John Ravenscroft, Graeme Douglas, Rachel Hewett, Elizabeth McCann & Joao Roe. (2020) Promoting a balanced early years curriculum for young children with vision impairment: Developing and sustaining personal agency through a bioecological systems perspective. British Journal of Visual Impairment 38:2, pages 248-264.
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Anabel Moriña, Víctor H. Perera & Noelia Melero. (2019) Difficulties and reasonable adjustments carried out by Spanish faculty members to include students with disabilities. British Journal of Special Education 47:1, pages 6-23.
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Mike McLinden, Paul Lynch, Anita Soni, Alfredo Artiles, Foster Kholowa, Elizabeth Kamchedzera, Jenipher Mbukwa & Mika Mankhwazi. (2018) Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems Perspective. International Journal of Early Childhood 50:2, pages 159-174.
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Mike McLinden, John Ravenscroft, Graeme Douglas, Rachel Hewett & Rory Cobb. (2017) The Significance of Specialist Teachers of Learners with Visual Impairments as Agents of Change: Examining Personnel Preparation in the United Kingdom through a Bioecological Systems Theory. Journal of Visual Impairment & Blindness 111:6, pages 569-584.
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