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Journal article

Participation in higher education for students with disabilities: an Irish perspective

Authors:
SHELVIN M., KENNY M., MCNEELA E.
Journal article citation:
Disability and Society, 19(1), January 2004, pp.15-30.
Publisher:
Taylor and Francis,

This small scale study aimed to explore the quality of access and participation for students with disabilities within higher education. Students with disabilities reported variable access experiences within higher education and physical access remains a serious obstacle to full participation. Generally, there was a low level of awareness of student needs in relation to assistive provision and assessment. A positive and informed staff/college attitude proved crucial in ensuring access and equitable treatment. This research highlights the inherent limitations in the current piecemeal institutional response to provision for students with disabilities. A comprehensive access service is required that addresses the needs of all marginalized groups and becomes an integral part of the third level institution.

Journal article

Curriculum access for pupils with disabilities: an Irish experience

Authors:
SHEVLIN M., KENNY M., MCNEELA E.
Journal article citation:
Disability and Society, 17(2), March 2002, pp.159-169.
Publisher:
Taylor and Francis,

For young people with physical disabilities in Ireland, gaining access to a school represents only the first tentative step on the way to full participation in the curriculum alongside their peers. While government policy explicitly favours the inclusion of young people with disabilities within mainstream education there is little evidence of planning at a systemic level to facilitate this process. This small scale, qualitative study attempts to ascertain the reality of inclusion within mainstream settings for young people with physical disabilities. The results indicate that the young people often experienced exclusion from full curricular access. The implications of these findings are discussed in relation to developing inclusive structures that facilitate curricular access for young people with disabilities within Irish post-primary schools.

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