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Taylor, MJ, Turnbull, Y, Bleasdale, J, Francis, H and Forsyth, H (2017) Transforming support for students with disabilities in UK Higher Education. Support for Learning, 31 (4). pp. 367-384. ISSN 0268-2141
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Abstract
Intended UK government changes to the Disabled Students’ Allowance will have a significant impact on the support that UK universities provide for students with disabilities. In this paper we examine the types of transformation that may be required to university support for students with disabilities from a socio-technical perspective. The research reported in this paper involved a year-long case study in a UK university. The potential changes required to support for students with disabilities within the university studied to cater for the proposed UK government changes to the Disabled Students’ Allowance included providing non-medical helper support through external agencies, the development of a dyslexia screening process, providing enhanced library services including access to printers and scanners and assistance with assistive software, provision of laptops with assistive software, making assistive software available in a limited form in computing laboratories and more co-ordinated special examination provision.
| Item Type: | Article |
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| Additional Information: | This is the peer reviewed version of the following article: Taylor, M., Turnbull, Y., Bleasdale, J., Francis, H. and Forsyth, H. (2016), Transforming support for students with disabilities in UK Higher Education. Support for Learning, 31: 367–384, which has been published in final form at http://dx.doi.org/10.1111/1467-9604.12143. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving." |
| Uncontrolled Keywords: | 1303 Specialist Studies In Education |
| Subjects: | L Education > LC Special aspects of education |
| Divisions: | Computer Science & Mathematics |
| Publisher: | Willey |
| Date Deposited: | 10 Nov 2016 09:50 |
| Last Modified: | 04 Sep 2021 12:18 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/4775 |
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