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Kendall, LS (2017) Supporting students with disabilities within a UK university: Lecturer perspectives. Innovations in Education and Teaching International. ISSN 1470-3297
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Supporting students with disabilities within a UK university lecturer perspectives.pdf - Accepted Version Download (208kB) | Preview |
Abstract
Group Data from the Higher Education Statistics Agency shows an increase in the number of UK students with disabilities entering Higher Education. This small-scale qualitative study within a UK university led to the identification of five main themes. Participants expressed concern that there were students who chose not to disclose a range of disabilities resulting in inadequate levels of support. Students who declared a disability were provided with Learning Support Plans, however, these were found to be needing improvement. The role of the writing support tutors and their varied approaches to supporting students raised concerns. Participants were amenable to making ‘reasonable adjustments’ for students with disabilities, it was unclear as to what these adjustments should be. Participants acknowledged the need for training especially in the area of mental health. This study may be used to inform university policy and practice and if necessary support the implementation of change. © 2017 Informa UK Limited, trading as Taylor & Francis
| Item Type: | Article |
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| Additional Information: | This is an Accepted Manuscript of an article published by Taylor & Francis in Innovations in Education and Teaching International on 10/04/17, available online: http://www.tandfonline.com/10.1080/14703297.2017.1299630 |
| Uncontrolled Keywords: | 13 Education |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | Education |
| Publisher: | Taylor & Francis |
| Date Deposited: | 31 Jan 2018 09:08 |
| Last Modified: | 04 Sep 2021 03:21 |
| DOI or ID number: | 10.1080/14703297.2017.1299630 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/7913 |
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