Kendall, LS (2016) Higher education and disability: Exploring student experiences. Cogent Education, 3. ISSN 2331-186X

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Abstract

The number of students entering university within the United Kingdom (UK) with disabilities is continuing to increase. This paper draws upon data gathered from a small-scale qualitative study of 13 students with a declared disability within a UK university in the North of England. It sought to elicit the “voice” of students with disabilities, seeking to identify their experiences of any inclusive practice and any barriers to participation. Findings indicated that not all of the students were identified with being disabled and for some, there was a reluctance to disclose a disability due to perceived associated stigma. However, the student support services within the university were viewed as a positive resource, with provision being put in place within the first week of commencing university. Learning support plans (LSPs) were considered useful but “generic” rather than individualised. Barriers were identified as: staff being unaware of a student’s disability, unwillingness to make reasonable adjustments and a lack of assessment choice. Overall recommendations include an overhaul of the LSPs, consultation around differing assessments and a clear need for staff training in disability awareness.

Item Type:	Article
Uncontrolled Keywords:	Higher Education; Disability; Disclosure; Stigma; Learning support plan; Training
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LC Special aspects of education
Divisions:	Education
Publisher:	Taylor and Francis
Date Deposited:	24 Nov 2016 09:50
Last Modified:	04 Sep 2021 12:14
DOI or ID number:	10.1080/2331186X.2016.1256142
URI:	https://researchonline.ljmu.ac.uk/id/eprint/4857

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