6,300
Views
35
CrossRef citations to date
0
Altmetric
Articles

Higher education inclusivity: when the disability enriches the university

ORCID Icon, ORCID Icon &
Pages 1202-1216 | Received 13 Nov 2018, Accepted 25 Nov 2019, Published online: 16 Jan 2020

References

  • Becker, S., & Palladino, J. (2016). Assessing faculty perspectives about teaching and working with students with disabilities. Journal of Postsecondary Education and Disability, 29(1), 65–82. Retrieved from https://files.eric.ed.gov/fulltext/EJ1107476.pdf
  • Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2014). Universal design for instruction and learning: A pilot study of faculty instructional methods and attitudes related to students with disabilities in higher education. Exceptionality Education International, 24(1), 48–64. Retrieved from https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1030&context=eei
  • Bunbury, S. (2018). Disability in higher education – do reasonable adjustments contribute to an inclusive curriculum? International Journal of Inclusive Education, doi: 10.1080/13603116.2018.1503347
  • Byra, M. (2006). Teaching styles and inclusive pedagogies. In D. Kirk, M. O’Sullivan, & D. Macdonald (Eds.), Handbook of research in physical education (pp. 449–466). London, UK: SAGE.
  • Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London, UK: Routledge/Falmer.
  • Collins, A., Azmat, F., & Rentschler, R. (2018). ‘Bringing everyone on the same journey’: Revisiting inclusion in higher education. Studies in Higher Education, 1–13. doi: 10.1080/03075079.2018.1450852
  • Cotton, D. R., Nash, T., & Kneale, P. (2017). Supporting the retention of non-traditional students in higher education using a resilience framework. European Educational Research Journal, 16(1), 62–79. doi: 10.1177/1474904116652629
  • Florian, L. (2015). Inclusive pedagogy: A transformative approach to individual differences but can it help reduce educational inequalities? Scottish Educational Review, 47(1), 5–14. Retrieved from http://www.scotedreview.org.uk/media/microsites/scottish-educational-review/other-docs/2015_47-1_May_03_Florian.pdf
  • Forlin, C. (2013). Changing paradigms and future directions for implementing inclusive education in developing countries. Asian Journal of Inclusive Education, 1(2), 19–31. Retrieved from http://www.ajie-bd.net
  • Fossey, E., Chaffey, L., Venville, A., Ennals, P., Douglas, J., & Bigby, C. (2017). Navigating the complexity of disability support in tertiary education: Perspectives of students and disability service staff. International Journal of Inclusive Education, 21(8), 822–832. doi: 10.1080/13603116.2017.1278798
  • Gale, T., Mills, C., & Cross, R. (2017). Socially inclusive teaching: Belief, design, action as pedagogic work. Journal of Teacher Education, 68(3), 345–356. doi: 10.1177/0022487116685754
  • Gibson, S. (2015). When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities. International Journal of Inclusive Education, 19(8), 875–886. doi: 10.1080/13603116.2015.1015177
  • Martins, M. H., Borges, M. L., & Gonçalves, T. (2018). Attitudes towards inclusion in higher education in a Portuguese University. International Journal of Inclusive Education, 22(5), 527–542. doi: 10.1080/13603116.2017.1377299
  • Huber, G. L. (2004). The analysis of qualitative data as process of classification. In M. Kiegelmann (Ed.), Qualitative research in psychology (2nd ed., pp. 206–216). Tübingen: Verlag Ingeborg Huber.
  • Hutcheon, E., & Wolbring, G. (2013). Deconstructing the resilience concept using an ableism lens: Implications for people with diverse abilities. Dilemata, 11, 235–252. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=4198896
  • Järkestig Berggren, U., Rowan, D., Bergbäck, E., & Blomberg, B. (2016). Disabled students’ experiences of higher education in Sweden, the Czech Republic, and the United States – a comparative institutional analysis. Disability & Society, 31(3), 339–356. doi: 10.1080/09687599.2016.1174103
  • Kendall, L. (2016). Higher education and disability: Exploring student experiences. Cogent Education, 3(1), 1–12. doi: 10.1080/2331186X.2016.1256142
  • Lipka, O., Forkosh-Baruch, A., & Meer, Y. (2019). Academic support model for post-secondary school students with learning disabilities: Student and instructor perceptions. International Journal of Inclusive Education, 23(2), 142–157. doi: 10.1080/13603116.2018.1427151
  • Love, T. S., Kresier, N., Camargo, E., Grubbs, M., Kin, E. J., Burge, P. L., & Culver, S. M. (2015). STEM faculty experiences with students with disabilities at a land grant institution. Journal of Education and Training Studies, 3(1), 27–38. doi: 10.11114/jets.v3i1.573
  • McKay, J., & Devlin, M. (2016). Widening participation in Australia: Lessons on equity, standards, and institutional leadership. In M. Shah, A. Bennett, & E. Southgate (Eds.), Widening higher education participation (pp. 161–179). Oxford, UK: Elsevier.
  • Moriña, A., & Carballo, R. (2017). The impact of a faculty training program on inclusive education and disability. Evaluation and Program Planning, 65, 77–83. doi: 10.1016/j.evalprogplan.2017.06.004
  • O’Brien, P., Bonati, M. L., Gadow, F., & Slee, R. (2019). People with intellectual disability experiencing university life. Leiden, Netherlands: Brill Publishers.
  • Pantić, N., & Florian, L. (2015). Developing teachers as agents of inclusion and social justice. Education Inquiry, 6(3), 333–351. doi: 10.3402/edui.v6.27311
  • Seale, J., Geogerson, J., Mamas, C., & Swain, J. (2015). Not the right kind of ‘digital Capital’? An examination of the complex relationship between disabled students, their technologies and higher education institutions. Computers & Education, 82, 118–128. doi: 10.1016/j.compedu.2014.11.007
  • Strnadová, I., Hájková, V., & Květoňová, L. (2015). Voices of university students with disabilities: Inclusive education on the tertiary level – a reality or a distant dream? International Journal of Inclusive Education, 19(10), 1080–1095. doi:10.1080/ 13603116.2015.1037868
  • UNESCO. (2017). Accountability in education: Meeting and commitments. Paris: UNESCO Publications.
  • Vaccaro, A., Daly-Cano, M., & Newman, B. M. (2015). A sense of belonging among college students with disabilities: An emergent theoretical model. Journal of College Student Development, 56(7), 670–686. doi: 10.1353/csd.2015.0072
  • Veitch, S., Strehlow, K., & Boyd, J. (2018). Supporting university students with socially challenging behaviours through professional development for teaching staff. Journal of Academic Language and Learning, 12(1), 156–167. Retrieved from http://journal.aall.org.au/index.php/jall/article/view/526/293
  • Vlachou, A., & Papananou, I. (2018). Experiencies and perspectives of Greek higher education students with disabilities. Educational Research, 60(2), 206–221. doi: 10.1080/00131881.2018.1453752
  • Wray, M., & Houghton, A. M. (2019). Implementing disability policy in teaching and learning contexts – shop floor constructivism or street level bureaucracy? Teaching in Higher Education, 24(4), 510–526. doi: 10.1080/13562517.2018.1491838
  • Zhang, Y., Rosen, S., Cheng, L., & Li, J. (2018). Inclusive higher education for students with disabilities in China: What do the university teachers think? Higher Education Studies, 8(4), 104–115. doi: 10.5539/hes.v8n4p104

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.