Incorporating disabled students within an inclusive higher education environment

Abstract

This study investigated disabled students' perceptions and experiences of learning in a single university. The paper reports the views of disabled student volunteers with a range of impairments who were selected to discuss experiences of teaching and assessment that they commonly encountered. Four group interviews were organized in 2002, before the Disability Discriminants Act (DDA) part IV came on stream, in which disabled students were invited to reflect together on their experiences as learners at the case study university. In addition to teaching and assessment, the students also identified issues to do with access to, and the use of, information as important in their learning experience. We conclude that further studies will need to adopt a more integrated approach to understanding disabled students' experiences as learners.

Notes

Corresponding author. University of Gloucestershire, Francis Close Hall, Swindon Road, Cheltenham GL50 4AZ, UK. Email: [email protected]

Part of ESRC's Teaching and Learning Research Programme, award reference RES‐139‐25‐0135