Citations (38)
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Nighat Munir. (2023) Factors influencing enrolments and study completion of persons with physical impairments in universities. International Journal of Inclusive Education 27:9, pages 1056-1071.
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Jaskirat Kohli & Matthew Atencio. (2023) ‘The person with a disability gets to define their disability’: exploring identity formation through the voices of university students. Disability & Society 38:5, pages 819-841.
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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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Dena Evans, Matthew Granson, David Langford & Sophie Hirsch. (2023) Autism spectrum disorder: reconceptualising support for neurodiverse students in higher education. Journal of Higher Education Policy and Management 45:2, pages 243-257.
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Juuso Henrik Nieminen. (2023) A spanner in the works: the portrayal of disabled students in assessment adjustment research. International Studies in Sociology of Education 32:1, pages 30-55.
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Mary F. Rice & Michael Dunn. (2022) Inclusive online and distance education for learners with dis/abilities. Distance Education 43:4, pages 483-488.
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Juuso Henrik Nieminen. (2022) Governing ‘the disabled assessee’: a critical reframing of assessment accommodations as sociocultural practices. Disability & Society 37:8, pages 1293-1320.
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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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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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Juuso Henrik Nieminen. (2022) Assessment for Inclusion: rethinking inclusive assessment in higher education. Teaching in Higher Education 0:0, pages 1-19.
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Claudia Sellmaier & Jaeran Kim. (2021) Disability accommodation experiences of social work students in the United States. Social Work Education 40:7, pages 872-887.
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Jingrong Xie & Mary F. Rice. (2021) Professional and social investment in universal design for learning in higher education: insights from a faculty development programme. Journal of Further and Higher Education 45:7, pages 886-900.
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Shruti Taneja-Johansson. (2021) Facilitators and barriers along pathways to higher education in Sweden: a disability lens. International Journal of Inclusive Education 0:0, pages 1-15.
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Rafael Carballo, Beatriz Morgado & M. Dolores Cortés-Vega. (2021) Transforming faculty conceptions of disability and inclusive education through a training programme. International Journal of Inclusive Education 25:7, pages 843-859.
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Aoife McNicholl, Hannah Casey, Deirdre Desmond & Pamela Gallagher. (2021) The impact of assistive technology use for students with disabilities in higher education: a systematic review. Disability and Rehabilitation: Assistive Technology 16:2, pages 130-143.
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Anabel Moriña & Inmaculada Orozco. (2021) Spanish faculty members speak out: Barriers and aids for students with disabilities at university. Disability & Society 36:2, pages 159-178.
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Anabel Moriña, Marta Sandoval & Fuensanta Carnerero. (2020) Higher education inclusivity: when the disability enriches the university. Higher Education Research & Development 39:6, pages 1202-1216.
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JaeRan Kim & Claudia Sellmaier. (2020) Making Disability Visible in Social Work Education. Journal of Social Work Education 56:3, pages 496-507.
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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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Anabel Moriña, Víctor M. Molina & M Dolores Cortés-Vega. (2018) Voices from Spanish students with disabilities: willpower and effort to survive university. European Journal of Special Needs Education 33:4, pages 481-494.
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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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Ellie Fossey, Lisa Chaffey, Annie Venville, Priscilla Ennals, Jacinta Douglas & Christine Bigby. (2017) Navigating the complexity of disability support in tertiary education: perspectives of students and disability service staff. International Journal of Inclusive Education 21:8, pages 822-832.
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A.K. Tugli. (2017) Course Repetition Among Students with Disabilities from Mainstream and Special School Backgrounds at a Tertiary Institution in South Africa. International Journal of Educational Sciences 17:1-3, pages 94-100.
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Yuliya Kuznetsova & Betul Yalcin. (2017) Inclusion of persons with disabilities in mainstream employment: is it really all about the money? A case study of four large companies in Norway and Sweden. Disability & Society 32:2, pages 233-253.
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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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Articles from other publishers (13)
Anurajee Rasalingam, Idunn Brekke, Una Stenberg, Mette Haaland-Øverby & Sølvi Helseth. (2023) ‘Struggling to participate in everyday life’: emerging adults’ experiences of living with long-term health challenges. BMC Public Health 23:1.
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Ewa Giermanowska, Mariola Racław & Dorota Szawarska. 2023. Disability in the Time of Pandemic. Disability in the Time of Pandemic
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Aya Fujiwara, Dai Noguchi, Miho Omura & Kazunori Takeda. (2022) Support Systems for a University Student with Severe Disabilities: A Case Study. Journal of Special Education Research 11:1, pages 31-39.
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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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Vlasta Belková & Patrícia Zólyomiová. (2021) The Attitude of University Students with Special Educational Needs to the Inclusive Environment at Their University. Acta Educationis Generalis 11:1, pages 1-13.
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Wendy Merchant, Stuart Read, Stephen D’Evelyn, Caroline Miles & Val Williams. (2019) The insider view: tackling disabling practices in higher education institutions. Higher Education 80:2, pages 273-287.
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J. V. Selivanova & T. V. Sklyarova. (2020) Personal self-determination of students with disabilities: socio-psychological analysis of factors and mechanisms. Vestnik of Minin University 8:2, pages 8.
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Anabel Moriña & Rafael Carballo. (2020) UNIVERSIDAD Y EDUCACIÓN INCLUSIVA: RECOMENDACIONES DESDE LA VOZ DE ESTUDIANTES ESPAÑOLES CON DISCAPACIDAD. Educação & Sociedade 41.
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Anabel Moriña & Inmaculada Orozco. (2020) Planning and implementing actions for students with disabilities: Recommendations from faculty members who engage in inclusive pedagogy. International Journal of Educational Research 103, pages 101639.
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L.M. Volosnikova, L.V. Fedina, E.A. Kukuev, I.V. Patrusheva & O.V. Ogorodnova. (2019) Academic Mobility for Everyone: between Vision and Reality. Psychological-Educational Studies Психолого-педагогические исследования 11:3, pages 26-43.
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Francisco Iniesto & Covadonga Rodrigo. 2019. Transforming Learning with Meaningful Technologies. Transforming Learning with Meaningful Technologies
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Armineh Soorenian. (2018) Disability disclosure: categorical and cultural difficulties HETL Scotland 2017. Journal of Applied Research in Higher Education 10:2, pages 182-193.
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Anabel Moriña & Rafael Carballo. (2017) The impact of a faculty training program on inclusive education and disability. Evaluation and Program Planning 65, pages 77-83.
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