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How do disabled students feel about their time at university? What practices and policies work and what challenges do they encounter? How do they view staff and those providing learning support?
This book sets out to show how disabled students experience university life today. The current generation of students is the first to move through university after the enactment of the Disability Discrimination Act, which placed responsibility on universities to create an inclusive environment for disabled students. The research on which the book is based focuses on a selected group of students with a variety of impairments, as they progress through their degree courses. On the way they encounter different styles of teaching and approaches to learning and assessment. The diversity of their views is reflected in the issues they raise: negotiating identities, dealing with transitions, encountering divergent and sometimes confusing teaching and assessment.
Improving Disabled Students’ Learning goes on to ask university staff how they experience these new demands to widen participation and create more inclusive learning climates. It explores their perspectives on their roles in a changing university sector. Offering insights into the workings of universities, as seen by their central participants, its findings will be of great interest to all practitioners who teach and support disabled students, as well as campaigners for an end to discrimination. Crucially, it foregrounds the views of disabled students themselves, giving rise to a complex, contradictory and always fascinating picture of university life from students whose voices are not always heard.
- Sales Rank: #3186858 in eBooks
- Published on: 2013-05-13
- Released on: 2013-05-13
- Format: Kindle eBook
About the Author
Mary Fuller is Professor of Education at the University of Gloucestershire and Director of the research project on which this book is based. She has worked as lecturer and researcher at the universities of Bath, Bristol, Reading and Oxford. Her research interests are in gender, race and disability in educational settings, areas in which she has published extensively.
Jan Georgeson is Senior Lecturer in Early Years Professional Status at the University of Chichester. She has worked on a variety of research projects investigating disability and disadvantage, with particular interests in organizational structure, interactional style and sociocultural approaches to pedagogy.
Mick Healey is Director of Centre for Active Learning, University of Gloucestershire. He is internationally known for his research into teaching and learning in higher education. He is a National Teaching Fellow and a Senior Fellow of the HE Academy.
Alan Hurst is a trustee of Skill: National Bureau for Students with Disabilities. He has published books and articles, lectured and led workshops on disability in higher education in many countries. He has also worked with government agencies to develop and monitor policy and provision for disabled students.
Katie Kelly received a first degree at the University of Gloucestershire and after working in a disability rights organization was Research Assistant to this project, focussing on data gathering for the student case studies. She has returned to working in the voluntary sector.
Sheila Riddell is Director, Centre for Research in Education Inclusion and Diversity, University of Edinburgh. Her research interests include: equality and social inclusion, with particular reference to gender, social class and disability in education, training, employment and social care. She has published extensively in these areas and sits on policy advisory committees on disability and equal rights.
Hazel Roberts has a research studentship at the University of Gloucestershire. Her doctoral thesis investigates the role of support workers in the learning of disabled students in higher education. She has worked as a researcher on the project on which this book is based.
Elisabet Weedon is Deputy Director, Centre for Research in Education Inclusion and Diversity, University of Edinburgh. Her main research interests are in the area of adult learning. She is currently researching lifelong learning in Europe and learning in the workplace and has published research in this area.
Most helpful customer reviews
1 of 1 people found the following review helpful.
An American's Perspective
By Robin Orlowski
I am also among the first generation of students who entered higher education after disability discrimination laws were enacted. Although I read the book from an American perspective, I also was eager to see this title and it's very important research. I did feel like my own experiences were accurately presented throughout the pages.
So many other 'college and disability' books promote outdated and/or inaccurate advice. They insist that students can only apply to certain campuses. While a college environment legally cannot offer the same accommodations which a k-12 environment provided, it IS important to know the processes for acessing the accommodations which can be provided.
I really appreciated that this book emphasized the necessity of a strong transition program during the high school years. Reflecting on my own experience, I enrolled already self-taught in disability law and understood the importance of self-advocacy to obtaining appropriate services.
But my family and I, for all of these skills, actually did not understand the importance of having crafted a good and achievable transition plan. We inadvertently allowed the school district to merely 'dump' me after I obtained my high school diploma. Learning how to obtain the college (and after) services was/is also a learning experience.
And even though I've fared well in comparison to people with zero understanding of disability laws--these experiences still teach me everything which I legally need to do in order to properly take care of myself and obtain community support services as an adult. We initially did not realize that people would not proactively provide community support services as they previously did.
The book would be a good adition to an academic library. But it could also be a good present for college-bound students with learning disabilities in (yes) both Europe and America. Realizing that they are not the only one who deals with these issues could create a sense of solidarity, encouraging them on with their studies and future success.
And another strength of this book is it addresses the students themselves, assuming that people capable of getting into college are productive and effective citizens. When myself and other students DID encounter discrimination on our college campuses, we successfully organized for effective changes on the college campus, encouraging other students to recognize people with disabilities as their classmates.
There is only one flaw with the book and that is that American voices and the ADA is not included. But this is very insignifigant in comparison. It's a book which one has to read thinking about the overall themes of higher education and people with disabilities ourselves.
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