A qualitative study of the lived experiences of disabled post-transition students in higher education institutions in Northern Ireland

Abstract

This article provides a systematic analysis of 13 in-depth interviews of disabled students from universities in Northern Ireland. Undertaken as part of the Uni4U initiative, the findings presented describe barriers experienced by students with disabilities to participation in higher education. The students provided comments concerning their current service provisions, barriers they have experienced and suggestions for improvements to the service. Examination of the findings leads us to three recommendations: first, that a network of communication should exist that encourages dialogue between all parties with an interest in the well-being of the student, with the student at the heart of these discussions and involved in all decisions; second, that attention must be paid to staff development especially with regard to mental health issues; and, finally, that in the long term, the aim of institutions should be to move away from individual ‘reasonable adjustments’ to inclusive education for all.

Keywords:

• educational policy
• educational research
• inclusive education
• widening participation
• barriers to learning

Acknowledgements

The authors would like to thank Angela Getty, the Equality and Diversity Services Manager in the University of Ulster (Jordanstown) for her contributions during earlier drafts of this article.