Access and Participation in Higher Education of Students with Disabilities: Access to What?

Autor/in	Ryan, Janette
Titel	Access and Participation in Higher Education of Students with Disabilities: Access to What?
Quelle	In: Australian Educational Researcher, 38 (2011) 1, S.73-93 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-010-0002-8
Schlagwörter	Higher Education; Practicums; Disability Discrimination; Negative Attitudes; Disabilities; Foreign Countries; Access to Education; Disproportionate Representation; Enrollment; College Faculty; Teacher Attitudes; Federal Legislation; Knowledge Level; Teacher Responsibility; Nursing Education; Placement; Clinical Experience; Australia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Practicum; Praktikum; Praktika; Negative Fixierung; Handicap; Behinderung; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Einschulung; Fakultät; Lehrerverhalten; Bundesrecht; Wissensbasis; Lehrverpflichtung; Pflegepädagogik; Betriebspraktikum; Australien
Abstract	In 1991, the Australian Government designated students with disabilities as one of the six equity groups that were under-represented in higher education. Since that time, there has been only a modest increase in enrolments of students with disabilities despite government polices and funding of disability support services and programs. People with disabilities comprise 20% of Australia's population but only account for 4% of university enrolments. Despite the existence of the Australian Disability Discrimination Act (DDA) (1992) and the introduction of the Disability Standards for Education in 2005, negative attitudes about students with disabilities by university lecturers continue to exist. Research into the knowledge, attitudes and experiences of staff, especially in practice-based courses such as nurse education, reveals that university staff, practicum supervisors and even some disability staff, are unaware of their responsibilities under the legislation and that teaching staff continue to hold negative attitudes towards students with disabilities. This article reports on research that investigated the barriers facing such students in nursing courses, in particular in clinical placements. It shows that a lack of understanding of legislative and institutional requirements underlies negative attitudes about students with disabilities, especially in practicum-based courses. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10