Exploring the retention and success of students with disability in Australian higher education

Kilpatrick, Sue; Johns, Susan; Barnes, Richard W.; Fischer, Sarah; McLennan, David B.; Magnussen, KY

doi:10.1080/13603116.2016.1251980

Cited by 48 publications

(21 citation statements)

References 5 publications

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“…However, guaranteeing admission to higher education is insufficient. In recent years, different authors claim that new policies are needed to ensure these students' continuation and success (Kilpatrick et al, 2017;Wilson et al, 2016). In fact, although the number of students with disabilities who enroll in universities is increasing, their retention is not ensured.…”

Section: Introductionmentioning

confidence: 99%

Training Needs of Academics on Inclusive Education and Disability

2020

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The aim of this article is to analyze, from the academic staff’s perspective, the training needs they require to provide an inclusive education to students with disability. Academics from a Spanish university participated in this research. We used a qualitative methodology. We collected the information through semi-structured interviews and open-ended written questionnaires. We analyzed data using an inductive system of categories and codes. Three topics were addressed in the results: profile of academics according to their previous training, the importance of such training for them and the reasons for training, and the contents considered essential for training. In the conclusions section, the need for universities to design and implement training policies was addressed. In addition, the participants stated that they would be more sensitive and better prepared if they received training on disability-related issues. A clear conclusion of this study is that inclusive universities require the involvement of everyone.

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Section: Introductionmentioning

confidence: 99%

Training Needs of Academics on Inclusive Education and Disability

2020

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“…Students living with disability, often require additional time to complete their degree programs when compared to their peers without disability (National Council on Disability, 2003). Retention and success rates are also lower for students with disability when compared to other students (Kilpatrick et al, 2017;Mamiseishvili & Koch, 2011) and these students also face additional challenges following completion of their degree (Fuller et al, 2004).…”

Section: Exploring the Experiences Of Students With Disabilities In Wilmentioning

confidence: 99%

Widening Participation in Service Learning

Valencia-Forrester¹,

Backhaus²

2021

International Perspectives in Social Justice Programs at the Institutional and Community Levels

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Work-integrated learning (WIL) and service learning are widespread approaches to experiential, practice-based learning in Australia. Both are associated with extensive bodies of research that support their benefits to students, industry, and the community at large. What is less explored, however, is the accessibility of such experiences. In Australia, there are several groups of students that are at a disadvantage in terms of participation in WIL and service learning. When considering access to higher education as an emerging human right, the importance of addressing these inequalities becomes even more clear. This chapter draws on case studies of pedagogical and curriculum changes that challenge existing power structures from within the curriculum and improve the accessibility and inclusiveness of WIL. This includes a research project that informs redesigning WIL experiences to better suit the needs of students with disability, a pilot project to improve international student access to service learning, and the development of a Community Internship module that weaves First Peoples' knowledge and perspectives throughout. While by no means exhaustive, these cases represent the start of ensuring that all aspects of higher education, including experiential, practice-based aspects, are accessible to all students.

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“…Esta formación es especialmente necesaria, puesto que el profesorado universitario, en la actualidad, se tiene que enfrentar a una serie de desafíos, no reconocidos en décadas previas. La incorporación de las tecnologías, los enfoques de enseñanza centrados en el alumnado (Gibbs & Coffey, 2004) o la cada vez mayor presencia de grupos tradicionalmente no representados (Gómez, Fernández, Cerezo, & Núñez, 2018;Hitch et al, 2015;Kilpatrick et al, 2017), hace preciso que se tenga que replantear el rol docente y la conveniencia de una formación permanente del profesorado ajustada a este nuevo contexto.…”

Section: El Profesorado Como Una Pieza Clave Para El Aprendizaje Y Participación Del Alumnado Con Discapacidadunclassified

Alumnado con Discapacidad en Educación Superior: ¿En qué, cómo y por qué se forma el profesorado universitario?

Moriña¹,

García-Carpintero²,

Vidal³

2019

publicaciones

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En este artículo se analiza en qué, cómo y por qué se forman 119 profesores universitarios que han sido seleccionados por estudiantes con discapacidad por desarrollar una pedagogía inclusiva. Se realizaron entrevistas semiestructuradas a profesores de todas las áreas de conocimiento de diez universidades públicas españolas. El análisis de datos fue progresivo a través de un sistema de categorías y códigos. En los resultados se trató de dar respuesta a cuatro cuestiones: ¿en qué y cómo se forma el profesorado?; ¿por qué es necesaria su formación continua?; ¿qué capacitación es imprescindible para dar respuesta a las necesidades de los estudiantes con discapacidad?; y ¿cómo pueden mejorar las universidades la formación permanente del profesorado? El trabajo concluye con la idea de que incorporar la formación en las prácticas docentes es fundamental para construir una cultura universitaria sensible con la discapacidad.

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Exploring the retention and success of students with disability in Australian higher education

Cited by 48 publications

References 5 publications

Training Needs of Academics on Inclusive Education and Disability

Training Needs of Academics on Inclusive Education and Disability

Widening Participation in Service Learning

Alumnado con Discapacidad en Educación Superior: ¿En qué, cómo y por qué se forma el profesorado universitario?

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