Literaturnachweis - Detailanzeige
| Autor/inn/en | Barkas, Linda Anne; Armstrong, Paul-Alan; Bishop, Garry |
|---|---|
| Titel | Is Inclusion Still an Illusion in Higher Education? Exploring the Curriculum through the Student Voice |
| Quelle | In: International Journal of Inclusive Education, 26 (2022) 11, S.1125-1140 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Barkas, Linda Anne) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-3116 |
| DOI | 10.1080/13603116.2020.1776777 |
| Schlagwörter | Inclusion; Higher Education; College Students; Student Attitudes; Students with Disabilities; Mental Health; Well Being; Equal Education; Student Needs; Foreign Countries; Educational Legislation; Student Personnel Services; Academic Support Services; United Kingdom |
| Abstract | This article reports on research into the discourse and application of 'inclusion' policies in higher education. Against the requirements in law 'to make reasonable adjustments' required in Section 4A of the Disability Discrimination Act (1995. Accessed 2 May 2020. http://www.legislation.gov.uk/ukpga/1995/50/contents), respond equally under the Equality Act (2020. Section 6. Accessed 2 May 2020. http://www.legislation.gov.uk/ukpga/2010/15/section/6) and ensure a safe environment. Drawing on the critical inquiry model of Denzin, N. (2017. "Critical Qualitative Inquiry." "Qualitative Inquiry" 23 (1): 8-16), students with , non-apparent disabilities and special learning needs were invited to discuss their experience of feeling "included" at university. Through the exploration of the themes of widening participation, skills development and employability, we asked the students how they had experienced mental wellbeing through the practical application of inclusion policies in their programmes of study. Our findings show that while universities have responded very well to the legislation and endeavoured to address anti-discriminatory practice, more could be done to adjust the curriculum to ensure students' positive mental wellbeing. Developments in curriculum change, even by modest adjustments, could work towards students' feeling less anxious about their studies and ensure a fully inclusive experience. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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