Enacting Disability Policy through Unseen Support: The Everyday Use of Disability Classifications by University Administrators

Autor/in	Cox, Nigel
Titel	Enacting Disability Policy through Unseen Support: The Everyday Use of Disability Classifications by University Administrators
Quelle	In: Journal of Education Policy, 32 (2017) 5, S.542-563 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cox, Nigel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2017.1303750
Schlagwörter	Foreign Countries; Higher Education; Disabilities; Academic Accommodations (Disabilities); Administrator Responsibility; Student Rights; Access to Education; Equal Education; Educational Legislation; College Administration; Interviews; Documentation; Classification; Symptoms (Individual Disorders); Labeling (of Persons); Qualitative Research; Ethnography; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Handicap; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsrecht; Schulgesetz; College administrators; Hochschulverwaltung; Interviewing; Interviewtechnik; Dokumentation; Classification system; Klassifikation; Klassifikationssystem; Psychiatrische Symptomatik; Labeling-Ansatz; Qualitative Forschung; Ethnografie; Großbritannien
Abstract	In the United Kingdom (UK), Higher Education Institutions share with other educational providers the duty to provide reasonable adjustments for students who disclose disabilities. The role of academic administrators in the operationalisation of legislation-driven policy related to disability within the university context is overlooked within empirical and theoretical literature, and explicit recognition of the administrative role is often reduced to descriptions of bureaucratic processes and training requirements. This paper makes an empirical and theoretical contribution by explicitly recognising the unique operational and personal practices of educational administrators as they undertake disability-related work. Drawing upon a larger ethnographic study that employed observation, in-depth qualitative interviews and discourse analysis, the findings start to reveal the subtle interactional practices that administrators undertake during their everyday work with people disclosing of a disability; these revelations offer indicators for future staff training and development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01