The Academic Attainment of Students with Disabilities in UK Higher Education

Autor/in	Richardson, John T. E.
Titel	The Academic Attainment of Students with Disabilities in UK Higher Education
Quelle	In: Studies in Higher Education, 34 (2009) 2, S.123-137 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
Schlagwörter	Higher Education; Disabilities; Academic Achievement; Educational Attainment; Foreign Countries; Severity (of Disability); Undergraduate Study; Predictor Variables; Multiple Regression Analysis; Grade Prediction; Predictive Measurement; Special Needs Students; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Handicap; Behinderung; Schulleistung; Bildungsabschluss; Bildungsgut; Ausland; Schweregrad; Grundstudium; Prädiktor; Sonderpädagogischer Förderbedarf; Großbritannien
Abstract	This study investigated the role of disablement as a predictor of academic attainment among students awarded first degrees by UK institutions of higher education in 2004-05. Disability explained only 0.1% of the variation in attainment, as measured by whether the graduates had obtained good degrees (i.e. with first-class or upper second-class honours). Graduates with dyslexia and graduates with multiple disabilities were less likely to obtain good degrees than graduates with no known disability, but this was mainly due to the confounded effects of demographic and institutional variables. Graduates with an unseen disability were the only group to show significantly poorer attainment when the latter variables had been controlled. In overall terms, disablement per se does not play a significant role in predicting attainment. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10