Balancing Inclusive Design, Adjustments and Personal Agency: Progressive Mutual Accommodations and the Experiences of University Students with Vision Impairment in the United Kingdom

Autor/inn/en	Hewett, Rachel; Douglas, Graeme; McLinden, Michael; Keil, Sue
Titel	Balancing Inclusive Design, Adjustments and Personal Agency: Progressive Mutual Accommodations and the Experiences of University Students with Vision Impairment in the United Kingdom
Quelle	In: International Journal of Inclusive Education, 24 (2020) 7, S.754-770 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1492637
Schlagwörter	Inclusion; Visual Impairments; College Students; Student Experience; Academic Accommodations (Disabilities); Foreign Countries; Students with Disabilities; College Curriculum; Student Adjustment; Individual Power; Student Role; Student College Relationship; United Kingdom + Suchen Sie Ihr Suchwort? Inklusion; Visual handicap; Sehbehinderung; Collegestudent; Studienerfahrung; Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Adjustment; Adaptation; Eigeninitiative; Großbritannien
Abstract	This paper proposes a framework of support for reducing barriers to curriculum access for students with disabilities in higher education (HE), by drawing upon findings from a unique longitudinal qualitative study. The 'Longitudinal Transitions Study' commenced in 2010 and followed the transition experiences of a group of 80 young people since they left compulsory education, 32 of whom went into HE. Interviews were conducted with participants at several key stages of their time in HE and supplemented by focused case study work with seven of the participants. The analysis provides original examination of how appropriate balance can be achieved between broad inclusive practice and individual adjustments meeting specific needs. Key curriculum access issues identified in the study are outlined with examples of how these were overcome through 'inclusive practice', 'individual adjustments' and 'individual agency' of the student. Drawing upon a Bioecological Model of Inclusive HE, a framework of support is proposed for achieving appropriate balance through the notion of progressive and mutual accommodations to facilitate learning environments which enable students with disabilities to become independent learners. The paper has broader significance for educators and researchers concerned with promoting inclusive teaching in HE and ensuring equality of opportunity for all students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01