Participation in higher education: Voices of students with disabilities

References

• Beauchamp-Pryor, K. (2012). From absent to active voices: Securing disability equality within higher education. International Journal of Inclusive Education, 16, 283–295. doi:10.1080/13603116.2010.489120
   Web of Science ®Google Scholar
• Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2015). Universal design for learning and instruction: Perspectives of students with disabilities in higher education. Exceptionality Education International, 25(2), 1–26.
   Google Scholar
• Carey, P. (2012). Exploring variation in nurse educators’ perceptions of the inclusive curriculum. International Journal of Inclusive Education, 16, 741–755. doi:10.1080/13603116.2010.516773
   Web of Science ®Google Scholar
• Chataika, T. (2008). Inclusion of disabled students in higher education in Zimbabwe: From idealism to reality- A social ecosystem perspective. Disability & Society, 23(7), 677–678.
   Google Scholar
• Chataika, T. (2010). Inclusion of disabled students in higher education in Zimbabwe. In J. Lavia & Moore (Eds.), Cross-cultural perspectives on policy and practices (pp. 116–129). New York, NY: Routledge.
   Google Scholar
• Chikwature, W., Oyedele, V., & Ntini, R. (2016). Incorporating inclusive education in the pre-service teacher education curriculum in Zimbabwean teachers’ colleges. European Journal of Research & Reflection in Educational Studies, 4(4), 1–19.
   Google Scholar
• Chiparaushe, B., Mapako, O., & Makarau, A. (2016). A survey of challenges, opportunities and threats faced by students with disabilities in the post-independent era in Zimbabwe. Harare, Zimbabwe: Solidarity Trust.
   Google Scholar
• Chireshe, R. (2013). The state of inclusive education in Zimbabwe: Bachelor of education (Special needs education) students’ perceptions. Journal of Social Science, 34(3), 223–228.
   Google Scholar
• Choruma, T. (2007). The forgotten tribe: People with disabilities in Zimbabwe. London, UK: Progression.
   Google Scholar
• Couzens, D., Poed, S., Kataoka, M., Brandon, A., Hartley, J., & Keen, D. (2015). Support for students with hidden disabilities in universities: A case study. International Journal of Disability, Development and Education, 62, 24–41. doi:10.1080/1034912X.2014.984592
   Web of Science ®Google Scholar
• Creswell, J. W. (2009). Research design: Qualitative, quantitative and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Crow, L. (2003). Including all of our lives: Renewing the social model of disability. In M. Nind, J. Rix, K. Sheehy, & K. Simmons (Eds.), Inclusive education: Diverse perspectives (pp. 135–149). London: David Fulton.
   Google Scholar
• Cunnah, W. (2015). Disabled students: Identity, inclusion and work-based placements. Disability & Society, 30, 213–226. doi:10.1080/09687599.2014.996282
   Web of Science ®Google Scholar
• Fuller, M., Bradley, A., & Healey, M. (2004). Incorporating disabled students within an inclusive higher education environment. Disability & Society, 19, 455–468. doi:10.1080/0968759042000235307
   Web of Science ®Google Scholar
• Gibson, S. (2012). Narrative accounts of university education: Socio-cultural perspectives of students with disabilities. Disability & Society, 27, 353–369. doi:10.1080/09687599.2012.654987
   Web of Science ®Google Scholar
• Goode, J. (2007). ‘Managing’ disability: Early experiences of university students with disabilities. Disability and Society, 22, 35–48. doi:10.1080/09687590601056204
   Web of Science ®Google Scholar
• Grbich, C. (2007). Qualitative data analysis: An introduction. London: Sage.
   Google Scholar
• Habib, L., Berget, G., Sandnes, F. E., Sanderson, N., Kahn, P., Fagernes, S., & Olcay, A. (2012). Dyslexic students in higher education and virtual learning environments: An exploratory study. Journal of Computer Assisted Learning, 28, 574–584. doi:10.1111/jcal.2012.28.issue-6
   Web of Science ®Google Scholar
• Hanafin, J., Shevlin, M., Kenny, M., & Neela, E. (2007). Including young people with disabilities: Assessment challenges in higher education. Higher Education, 54, 435–448. doi:10.1007/s10734-006-9005-9
   Web of Science ®Google Scholar
• Hargreaves, J., Dearnley, C., Walker, S., & Walker, L. (2014). The preparation and practice of disabled health care practitioners: Exploring the issues. Innovations in Education and Teaching International, 51, 303–314. doi:10.1080/14703297.2013.778048
   Web of Science ®Google Scholar
• Hopkins, L. (2011). The path of least resistance: A voice‐relational analysis of disabled students’ experiences of discrimination in English universities. International Journal of Inclusive Education, 15, 711–727. doi:10.1080/13603110903317684
   Web of Science ®Google Scholar
• Jacklin, A. (2011). To be or not to be ‘a disabled student’ in higher education: The case of a postgraduate ‘non- declaring’ (disabled) student. Journal of Research in Special Educational Needs, 11, 99–106. doi:10.1111/j.1471-3802.2010.01157.x
   Google Scholar
• Jenjekwa, V., Rutoro, E., & Runyowa, J. (2013). Inclusive education and the primary school teacher education curriculum in Zimbabwe: The need for a paradigm shift. International Journal of Humanities and Social Studies, 3, 21–27.
   Google Scholar
• Lang, R., & Choruwa, G. (2007). Scoping study: Disability in Zimbabwe. London, UK: Department of International Development.
   Google Scholar
• Liasidou, A. (2014). Critical disability studies and socially just change in higher education. British Journal of Special Education, 41, 120–135. doi:10.1111/bjsp.2014.41.issue-2
   Google Scholar
• Macleod, G., & Cebula, K. R. (2009). Experiences of disabled students in initial teacher education. Cambridge Journal of Education, 39, 457–472. doi:10.1080/03057640903352465
   Google Scholar
• Madriaga, M. (2007). Enduring disablism: Students with dyslexia and their pathways into UK higher education and beyond. Disability & Society, 22, 399–412. doi:10.1080/09687590701337942
   Web of Science ®Google Scholar
• Mafa, O. M. (2013). Mainstreaming inclusion in teacher education in Zimbabwe. International Journal of Engineering and Science, 2(5), 27–32.
   Google Scholar
• Majoko, T. (2005). Specialist teachers’ perceptions on the inclusion of children with disabilities mainstream school system in Zimbabwe. B.Ed (Unpublished thesis). Masvingo State University.
   Google Scholar
• Majoko, T. (2013). Challenges in School Guidance and Counselling (SGC) services provisions for children with disabilities in Zimbabwean inclusive primary schools. D.Ed (Unpublished thesis). University of South Africa.
   Google Scholar
• Majoko, T. (2017). Regular teacher preparation for inclusion. International Journal of Special Education, 32(1), 207–236.
   Google Scholar
• Mandina, S. (2012). Bachelor of education in-service teacher trainees’ perceptions and attitudes on inclusive education in Zimbabwe. Asian Social Science, 8(13), 227–232.
   Google Scholar
• Maruzani, N., & Mapuranga, B. (2016). Gender and disability: A review of available literature. Research on Humanities & Social Science, 6(6), 74–86.
   Google Scholar
• Morgan, E., & Burn, E. (2000). Three perspectives on supporting a dyslexic trainee teacher. Innovations in Education and Training International, 37, 172–177. doi:10.1080/13558000050034538
   Web of Science ®Google Scholar
• Morina Diez, A., Lopez, R., & Molina, V. M. (2015). Students with disabilities in higher education: A biographical-narrative approach to the role of lecturers. Higher Education Research & Development, 34, 147–159. doi:10.1080/07294360.2014.934329
   Web of Science ®Google Scholar
• Mortimore, T. (2013). Dyslexia in higher education: Creating a fully inclusive institution. Journal of Research in Special Educational Needs, 13, 38–47. doi:10.1111/j.1471-3802.2012.01231.x
   Google Scholar
• Musengi, M., & Chireshe, R. (2012). Inclusion of deaf students in inclusive primary schools in Zimbabwe: Challenges and opportunities. Stud Tribals, 10(2), 107–116. doi:10.1080/0972639X.2012.11886648
   Google Scholar
• Mutasa, J., Goronga, P., & Tafangombe, J. (2013). Challenges experienced by students with disabilities when pursuing programmes with Zimbabwe Open University. Social Sciences & Humanities, 4(4), 513–521.
   Google Scholar
• Mutswanga, P., & Mapuranga, B. (2014). ODL University inclusion experiences of students with disadvantages in Zimbabwe. International Journal of Humanities Social Sciences and Education, 1(4), 37–47.
   Google Scholar
• Pavey, B., Meehan, M., & Waugh, A. (2010). Dyslexia-friendly further & higher education. London: Sage.
   Google Scholar
• Phiri, P. M. (2013). Voices, disability and inclusion: A case study of students’ narrated learning experiences. Focus on service provision and support for disabled students in higher education in Zimbabwe (Unpublished PhD thesis).University of Hull.
   Google Scholar
• Redpath, J., Kearney, P., Nicholl, P., Mulvenna, M., Wallace, J., & Martin, S. (2013). A qualitative study of the lived experiences of disabled post-transition students in higher education institutions in Northern Ireland. Studies in Higher Education, 38, 1334–1350. doi:10.1080/03075079.2011.622746
   Web of Science ®Google Scholar
• Reed, M. J., Kennett, D. J., & Emond, M. (2015). The influence of reasons for attending university on university experience: A comparison between students with and without disabilities. Active Learning in Higher Education, 16, 225–236. doi:10.1177/1469787415589626
   Web of Science ®Google Scholar
• Richardson, J. T. E. (2009). The academic attainment of students with disabilities in UK higher education. Studies in Higher Education, 34, 123–137. doi:10.1080/03075070802596996
   Web of Science ®Google Scholar
• Riddell, S., & Weedon, E. (2014). Disabled students in higher education: Discourses of disability and the negotiation of identity. International Journal of Educational Research, 63, 38–46. doi:10.1016/j.ijer.2013.02.008
   Web of Science ®Google Scholar
• Silverman, D. (2009). Doing qualitative research (3rd ed.). California: SAGE Publications.
   Google Scholar
• Smith, M. (2010). Lecturers’ attitudes to inclusive teaching practice at a UK university: Will staff “resistance” hinder implementation? Tertiary Education and Management, 16, 211–227. doi:10.1080/13583883.2010.497378
   Google Scholar
• United Nations. (1948). The universal declaration of human rights. Paris: United Nations.
   Google Scholar
• United Nations. (2006). The convention on the rights of persons with disabilities. Paris: United Nations.
   Google Scholar
• Vickerman, P., & Blundell, M. (2010). Hearing the voices of disabled students in higher education. Disability & Society, 25, 21–32. doi:10.1080/09687590903363290
   Web of Science ®Google Scholar