Disability and Higher Education: Assessing Students' Capabilities in Two Italian Universities Using Structured Focus Group Discussions

Autor/inn/en	Biggeri, Mario; Di Masi, Diego; Bellacicco, Rosa
Titel	Disability and Higher Education: Assessing Students' Capabilities in Two Italian Universities Using Structured Focus Group Discussions
Quelle	In: Studies in Higher Education, 45 (2020) 4, S.909-924 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Biggeri, Mario) ORCID (Di Masi, Diego)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1654448
Schlagwörter	Higher Education; Students with Disabilities; College Students; Foreign Countries; Inclusion; Student Experience; Physical Mobility; Visual Impairments; Interpersonal Relationship; Educational Facilities; Accessibility (for Disabled); Barriers; Student Participation; Space Utilization; Access to Education; Student Empowerment; Student Welfare; Aspiration; Italy + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Collegestudent; Ausland; Inklusion; Studienerfahrung; Visual handicap; Sehbehinderung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bildungsstätte; Accessibility; Zugänglichkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Raumnutzung; Education; Access; Bildung; Zugang; Bildungszugang; Studienberechtigung; Studentenseelsorge; Streben; Italien
Abstract	In the last three decades, inclusive disability legislation has led to an increasing number of students with disabilities entering higher education. However, barriers to the full participation of students remain. This article presents evidence from studies conducted in two Italian universities. Drawing on the Capability Approach, the goal is to analyse the experiences of students with disabilities and to assess their capabilities in academic life. Participatory research methods were adopted using structured focus group discussion techniques. Fifty students with different types of disability participated in the study. Two major findings emerged from the data: (a) the essential value, in the experience of the students, of being able to use educational spaces, move around off campus and socialise with others; and (b) the tendency of capability achievements to vary according to context and type of disability, especially for students with visual disabilities, who experience relatively lower levels of mobility and respect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01