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Improving disabled students' learning: experiences and outcomes

FULLER Mary, et al
Publication year:
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This book explores the views of disabled students on their experience of university life. The current generation of students is the first to move through university after the enactment of the Disability Discrimination Act, which placed responsibility on universities to create an inclusive environment for disabled students. The research on which the book is based focuses on a selected group of students with a variety of impairments, as they progress through their degree courses. On the way they encounter different styles of teaching and approaches to learning and assessment. The diversity of their views is reflected in the issues they raise: negotiating identities; dealing with transitions; and encountering divergent and sometimes confusing teaching and assessment. The book goes on to ask university staff how they experience these new demands to widen participation and create more inclusive learning climates, and explores their perspectives on their roles in a changing university sector.  The book will be of interest to practitioners who teach and support disabled students, as well as campaigners for an end to discrimination.

Journal article

Incorporating disabled students within an inclusive higher education environment

Journal article citation:
Disability and Society, 19(5), August 2004, pp.455-468.
Taylor and Francis,

This study investigated disabled students' perceptions and experiences of learning in a single university. The paper reports the views of disabled student volunteers with a range of impairments who were selected to discuss experiences of teaching and assessment that they commonly encountered. Four group interviews were organized in 2002, before the Disability Discriminants Act (DDA) part IV came on stream, in which disabled students were invited to reflect together on their experiences as learners at the case study university. In addition to teaching and assessment, the students also identified issues to do with access to, and the use of, information as important in their learning experience. We conclude that further studies will need to adopt a more integrated approach to understanding disabled students' experiences as learners.

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