As wider access to higher education becomes a top priority for governments in the UK and around the world, this ground-breaking piece of work raises the challenging questions that policy-makers, vice-chancellors and government officials are reluctant to ask. A highly qualified team of authors have closely analyzed rates of participation and the experiences of disabled students in higher education over a two year period. They compare the responses of eight different universities to the new anti-discriminatory practice, contrasting their social profiles, academic missions, support systems for disabled students and approaches for the implementation of change. Change comes under particular scrutiny, with a close examination of each university’s interpretation of ‘reasonable adjustments’, and the extent to which they have modified their campuses and teaching accordingly. Student case studies are used throughout to illustrate the real impact of institutional responses to the legislation. Disabled Students in Higher Education will make fascinating reading for students of education, social policy, politics, and disability studies, and for those working towards accredited university teacher status.
As wider access to higher education becomes a top priority for governments in the UK and around the world, this ground-breaking piece of work raises the challenging questions that policy-makers, vice-chancellors and government officials are reluctant to ask. A highly qualified team of authors have closely analyzed rates of participation and the experiences of disabled students in higher education over a two year period. They compare the responses of eight different universities to the new anti-discriminatory practice, contrasting their social profiles, academic missions, support systems for disabled students and approaches for the implementation of change. Change comes under particular scrutiny, with a close examination of each university’s interpretation of ‘reasonable adjustments’, and the extent to which they have modified their campuses and teaching accordingly. Student case studies are used throughout to illustrate the real impact of institutional responses to the legislation. Disabled Students in Higher Education will make fascinating reading for students of education, social policy, politics, and disability studies, and for those working towards accredited university teacher status.
This study examined the experiences of disabled students at a variety of Scottish universities and colleges. The study was intended to provide insight into what it is like to be a student with additional needs, and to develop a list of key issues for policymakers. In the first phase of the study conducted in the summer of 1996, a preliminary survey of disability coordinators at these institutions sought information on the institutional definition of "disabled students," enrollment numbers of disabled students, provisions for catering to disabled students, and monitoring systems used by the institutions. In the second phase, 12 disabled students were interviewed about their lives, experiences, and aspirations; there was also an observational "shadowing" of the students through a typical week. Following a brief introduction, the report sections describe the students; the students' lives prior to enrollment; their experiences while attending their respective institutions; how students relate to their institution and its policies; obstacles encountered on the campus; the types of support available to students; students' social life and nonacademic accommodation; (8) students' views of their employment futures; the views of institutional staff; and the conclusions reached by researchers. Appendices include the coordinator questionnaire, notes on the "shadowing" method, and a list of participating students. (MAB)
A study of institutions of further education (FE) and higher education (HE) in Scotland evaluated the content and presentation of their current charters; assessed the reactions of students, employers and members of local communities to varying examples of local charters; identified the steps that institutions have taken to monitor the impact of their institutional charter and to review its style and content. The study surveyed 59 FE and HE institutions, made a content analysis of institutional charters, and conducted focus groups consisting of students, local community users, and employers who assessed examples of local charters. Findings indicated that there were differences of opinion about the value that a charter document can add to existing practices and procedures. Charters varied greatly in terms of their detailed contents, but many charters contained the same basic elements: a statement of what users can expect from the institution, what the institution expects of the user, and information about how a user should make a complaint. Focus groups indicated that the institution should be clear about the object of the charter; the charter should list the rights and responsibilities of students and information relating to the charter principles; and the charter should have a colorful and careful design and good organization. (CK)
This report outlines a wide range of findings in relation to the employment position of disabled people in Scotland. It also identifies a number of areas where information is lacking in relation to disability and employment.
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