Barriers to learning: a systematic study of the experience of disabled students in one university

Fuller, Mary; Healey, Michael; Bradley, Andrew; Hall, Tim

doi:10.1080/03075070410001682592

Cited by 245 publications

(246 citation statements)

References 9 publications

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“…The stigma of dyslexia and disability revealed here in the context of technology use; supports the findings of other non-technology related research, where disabled students have expressed concerns about other students' perceptions of the allowances that were made for them (Mortimore & Crozier, 2006;Fuller et al 2004;Shevlin et al 2004).…”

Section: Network Of Face-to-face and Online Technological Contactssupporting

confidence: 72%

“…Research reveals for example, that disabled students are using general and specialised technologies to support their learning (Mortimore & Crozier, 2006) but that there are difficulties including: barriers to using publicly available computing facilities due to poor location or lack of specialised software (Fuller et al 2004); frustrations with the bureaucracy and speed of the funding and assessment procedures for obtaining assistive technology (Shevlin et al 2004;Goode, 2007) and lack of support or training to enable disabled learners to become "fluent users" of assistive technologies (Shevlin et al 2004). Whilst these studies reveal some insights into the technological relationships that disabled students have with their universities and associated funding and support mechanisms, they tell us little about the digital nativity of the disabled students and the relationships they have with technologies.…”

Section: Disabled Students and Their Relationship With Technologies Amentioning

confidence: 99%

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When digital capital is not enough: reconsidering the digital lives of disabled university students

Tai-Seale

2012

Learning, Media and Technology

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The relationship that disabled university students have with both their technologies and institutions is poorly understood. This paper seeks to illuminate the relationship using the conceptual lens of digital capital. Results from a study that used participatory methods to explore the technology experiences of 30 disabled students studying in one university were analysed with a view to revealing evidence for both cultural and social digital capital. Analysis suggests that disabled students possess significant levels of both cultural and social capital, but that there are times when this capital is compromised or insufficient to enable students to fully benefit from technologies. Possessing digital capital does not appear to guarantee complete inclusion into university life.

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Section: Network Of Face-to-face and Online Technological Contactssupporting

confidence: 72%

Section: Disabled Students and Their Relationship With Technologies Amentioning

confidence: 99%

When digital capital is not enough: reconsidering the digital lives of disabled university students

Tai-Seale

2012

Learning, Media and Technology

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“…In contrast to these attitudinal barriers, and again echoing existing literature (e.g., Fuller, Healey, Bradley, & Hall, 2004;Jacklin et al, 2007), several of our participants also referred to, or exemplified, attitudes that might be seen as facilitators of accessibility, such as being sensitive to disability and willing to accommodate students. The "flipside" of each of the attitudinal barriers noted above were also found in our data.…”

Section: Attitudescontrasting

confidence: 43%

“…As in previous research (Cook et al, 2009;Fuller et al, 2004;Tinklin et al, 2005b), a general lack of knowledge about disabilities and differences was a barrier mentioned by individuals across all participant categories. Administrators, instructors, staff members, and a student without disabilities displayed this knowledge gap or attributed it to themselves in their interview comments, while representatives of all five stakeholder groups suggested that others on campus were lacking knowledge in this regard.…”

Section: Knowledgementioning

confidence: 70%

Creating, Resisting or Neglecting Change: Exploring the Complexities of Accessible Education for Students with Disabilities

et al. 2012

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Recent teaching and learning scholarship has documented the importance of uncovering and removing barriers to learning experienced by students with disabilities (e.g., Cook, Rumrill, & Tankersley, 2009). At the same time, in Ontario, new legislation is making this issue especially pronounced. The Accessibility for Ontarians with Disabilities Act (AODA, 2005), mandates universal access for persons with disabilities, requiring the removal of barriers to their full participation in all aspects of society, including higher education. This article reports on the first phase of a larger project designed to collect qualitative data about the effects of the AODA legislation on the teaching and learning environment at one University. Building on previous work that investigates students with disabilities' experiences of tertiary learning (e.g., Healey, Bradley, Fuller, & Hall, 2006), it reports on the results of semistructured interviews that explored the ways in which students with and without disabilities, instructors, administrators, and staff perceive the relative accessibility and inclusiveness of teaching and learning at this institution, with an eye to ultimately enhancing learning for all students.Results from this first phase suggest a number of areas in which both barriers to and facilitators of educational accessibility exist at the study University, including: attitudes; knowledge; disciplinary features; pedagogical choices; and, institutional practices. We suggest that these findings may be of relevance to others in different constituencies and contexts, and provide recommendations for enacting change related to teaching and learning accessibility and thereby improving the student learning experience.L'avancement récent des connaissances en enseignement et en apprentissage a permis de documenter l'importance de dévoiler et de surmonter les obstacles à l'apprentissage des étudiants ayant des incapacités (p. ex., Cook, Rumrill, & Tankersley, 2009). En même temps, en Ontario, une nouvelle loi rend ce problème particulièrement évident. La Loi de 2005 sur l'accessibilité pour les personnes handicapées de l'Ontario (LAPHO, 2005), rend obligatoire l'accès universel pour ces personnes, ce qui nécessite l'élimination des obstacles à leur pleine participation à tous les aspects de la société, y compris à l'éducation supérieure. Le présent article traite de la première phase d'un grand projet visant à recueillir des données qualitatives sur les effets de la LAPHO sur le milieu d'enseignement et d'apprentissage dans une université. Les auteurs s'inspirent des études antérieures auprès des étudiants handicapés afin d'étudier leur expérience de l'apprentissage dans un établissement d 'enseignement supérieur (p. ex., Healey, Bradley, Fuller, & Hall, 2006). L'article rapporte les résultats d'entrevues semi-structurées concernant la perception qu'ont les étudiants handicapés, les autres étudiants, les professeurs, les administrateurs et le personnel de l'accessibilité relative et du caractère inclusif de l'enseignemen...

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“…Seeing inclusive education for disabled students as the process of identifying and removing barriers is common in HE literature in developed (West et al, 1993;Fuller et al, 2004;Weedon & Fuller, 2004;Konur, 2006;Denhart, 2008) and less developed contexts (Matshedisho, 2007;Chataika, 2010). As with other structures of inequality, enrolling more disabled students in HE does not automatically lead to full participation in university life or equality.…”

Section: Conceptualising Disability In Higher Educationmentioning

confidence: 99%

Agency and Advocacy: Disabled Students in Higher Education in Ghana and Tanzania

Morley

Croft

2011

Research in Comparative and International Education

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Between 10% and 15% of the world's population are thought to be disabled. The 2006 United Nations Convention on the Rights of Persons with Disabilities is an example of emerging global policy architecture for human rights for disabled people. Article 24 states that disabled people should receive the support required to facilitate their effective education. In research, links between higher education access, equalities and disability are being explored by scholars of the sociology of higher education. However, with the exception of some small-scale studies from Zimbabwe, South Africa, Rwanda, Namibia, Uganda and Pakistan, literature tends to come from the global North. Yet there is a toxic correlation between disability and poverty -especially in the global South. This article is based on a review of the global literature on disability in higher education and interview findings from the project 'Widening Participation in Higher Education in Ghana and Tanzania: developing an Equity Scorecard', funded by the Economic and Social Research Council and the Department for International Development. A central finding was that while disability was associated with constraints, misrecognition, frustration, exclusion and even danger, students' agency, advocacy and achievement in higher education offered opportunities for transforming spoiled identities.

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Barriers to learning: a systematic study of the experience of disabled students in one university

Cited by 245 publications

References 9 publications

When digital capital is not enough: reconsidering the digital lives of disabled university students

When digital capital is not enough: reconsidering the digital lives of disabled university students

Creating, Resisting or Neglecting Change: Exploring the Complexities of Accessible Education for Students with Disabilities

Agency and Advocacy: Disabled Students in Higher Education in Ghana and Tanzania

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