Developing the Understanding and Practice of Inclusion in Higher Education for International Students with Disabilities/Additional Needs: A Whole Schooling Approach

Autor/inn/en	Supple, Briony; Abgenyega, Joseph
Titel	Developing the Understanding and Practice of Inclusion in Higher Education for International Students with Disabilities/Additional Needs: A Whole Schooling Approach
Quelle	In: International Journal of Whole Schooling, 7 (2011) 2, S.92-108 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1710-2146
Schlagwörter	Higher Education; Disabilities; Foreign Countries; Teaching Methods; Inclusion; Mainstreaming; Foreign Students; College Students; Educational Philosophy; Special Needs Students; English (Second Language); Cultural Differences; School Policy; Teacher Role; Student Needs; Educational Environment; Social Values; Australia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Handicap; Behinderung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Collegestudent; Bildungsphilosophie; Erziehungsphilosophie; Sonderpädagogischer Förderbedarf; English as second language; English; Second Language; Englisch als Zweitsprache; Kultureller Unterschied; Schulpolitik; Lehrerrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sozialer Wert; Australien
Abstract	In this paper we present research on inclusion in higher education using a whole schooling philosophy. We seek insight into the perspectives of international students with disabilities/additional needs, three of whom from this particular research group are from non-English speaking backgrounds and attending the same university in Melbourne, Australia. In this paper we used voice relational methodology to analyse these students' experiences of inclusive practice. These experiences provide the basis for our discussion of fundamental differences among various kinds of inclusive practice and cultures, resulting in a typology including support systems and experiences from staff and disability liaison personnel. In doing so, we aim to inform policy and models for best practice to maximise the educational experiences of international students with disabilities and additional needs, and indeed, of all students. Finally, we discuss the implications of the findings for lecturers, teachers, support staff and policy makers in implementing strategic and successful inclusion for international students with a disability/additional needs in a higher education context. (Contains 2 figures.) (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10