No abstract

University is a critical arena for young disabled people in the construction of an adult identity and in obtaining higher level qualifications which have a major impact on future labour market opportunities. In Scotland, statistics show that there has been a steady increase in the proportion of students who are disabled. However, adopting the identity of a disabled person at university is far from straightforward, in part because of the conflicting discourses surrounding disability which are encountered. This article draws on data from a project on the experiences and outcomes of disabled students in UK universities, focusing on a case study of a particular student undertaking an initial teacher training degree in a Scottish university. The article illustrates the way in which positive and negative discourses of disability, reflected in learning, teaching and assessment practices and work placement experiences, impact on the identity of the student. The article also illustrates the importance of the social context in which disability is experienced. Whilst the student chooses to adopt the identity of disabled person during her time at university, this identity is rejected when she moves into the workplace. This is because the benefits of being identified as a disabled person at university outweigh the negative aspects, whilst in the postuniversity environment the reverse is the case.

A massive expansion in student numbers in higher education, coupled with an overall reduction in funding, has led to higher staff Á/student ratios and a reduction in the amount of staff time available to support students. This has been linked to rising demands being placed on student support services. This article draws on case studies of five students experiencing mental health difficulties, to provide insight into these issues from the student perspective. The students confirmed that aspects of the higher education environment had exacerbated their difficulties. An innovative model of support is described. Traditionally interventions for students with mental health difficulties have focused at the individual level. We argue that attention also needs to be paid to changing aspects of the environment and that this would improve the learning experience for all students.

Background Work is an aspiration for many people with intellectual disability and is regarded as a vital goal by policy-makers in pursuit of social inclusion. The aim of this study was to consider the impact of supported employment on the socio-emotional well-being of people with intellectual disabilities. Method A systematic search was conducted. The review included case-controlled and longitudinal studies measuring outcomes for: (1) quality of life (QOL), (2) social life and (3) autonomy. ResultsWhile results for QOL, well-being and autonomy were largely positive, there was a lack of perceived social acceptance. The findings are interpreted in the light of methodological strengths and weaknesses. Conclusions Implications for the socio-emotional support required by some individuals in employment, and directions for future research are discussed.