Higher education and disability: Exploring student experiences

Kendall, Lynne

doi:10.1080/2331186x.2016.1256142

Cited by 126 publications

(155 citation statements)

References 36 publications

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“…). Similar findings for the need for a well‐coordinated and individualized support (Kendall ) reflect the National University Survey (NUS) on mental distress (Kerr ), which reported that 64% of students experiencing mental distress did not access ‘formal’ services within or outside of their institution. AEIs and practice partners have a collective responsibility to provide a safe and supportive learning environment for students, and support for those experiencing mental distress is currently high on their agenda (UUK, ).…”

Section: Discussionsupporting

confidence: 64%

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Managing the demands of the preregistration mental health nursing programme: The views of students with mental health conditions

Ramluggun

Lacy

Cadle

et al. 2018

Int J Mental Health Nurs

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An increasing number of students with a pre-existing mental health condition are enrolling on preregistration mental health nursing programmes. The challenges faced by these students in managing the demands of the programme have not been fully explored. Mental health and well-being is an integral part of providing a healthy university in which students can flourish. The purpose of the study was to explore how students with an underlying mental health issue manage the demands of the mental health nursing programme. The outcomes of the study are aimed at informing inclusive teaching and learning and current student support provision. Ethics approval was given. Students from two universities in South East England who met the criterion of having a pre-existing mental health condition when enrolling on the mental health preregistration nursing programme were invited to take part. Nine students took part in the study. Using an interpretative descriptive design, 1:1 face-to-face, audio-taped, semistructured interviews were undertaken. The data were analysed using a framework approach, and this revealed four main themes: timing of disclosure; managing lived experience in learning environments; students' coping mechanisms, and experience of support. Recommendations for practice was that approved education institutes (AEIs) should ensure they have a robust, inclusive practice by implementing strategies to develop these students' resilience, and enhance their learning and the current support provisions. This will ensure the barriers to disclosing their mental health conditions are recognized and minimized to enable these students to fully contribute to their own learning and teaching experience.

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Section: Discussionsupporting

confidence: 64%

“…). AEIs’ student support services are a valuable resource but tend to be underused due to perceived stigma by students and a lack of individualized support plans (Kendall ).…”

Section: Introductionmentioning

confidence: 99%

Managing the demands of the preregistration mental health nursing programme: The views of students with mental health conditions

Ramluggun

Lacy

Cadle

et al. 2018

Int J Mental Health Nurs

View full text Add to dashboard Cite

show abstract

“…The first main strand of responses relates to restrictions associated with the electronic systems and processes used for gathering data and low rates of disclosure. Indeed, these are issues identified as relevant to a number of protected characteristics (Kendall, 2016;Valentine & Wood, 2016). For example, some respondents identified that promotion and progression of staff by ethnicity is hard to track because of the way data is collected:…”

Section: Quality Of Datamentioning

confidence: 99%

“Explain or change”: The quality and uses of ethnicity data in universities and healthcare organisation in England

Afridi¹,

Murji

2019

Soc Policy Adm

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“Explain or change” was a key term that came into currency in the UK from 2016 onwards to put the onus on public institutions to account for disparities in outcomes on the basis of class, gender, and ethnicity in the main. One of the most prominent outcomes of this policy initiative was the government Race Disparity Audit. This article aims to go behind the headline figures to understand what it means to either “explain” or “change” figures and policies around race/ethnicity in particular. It outlines the findings of a survey and some interviews with staff working in the NHS in London and in universities in England. The findings point to difficulties with the quality of data generated by these organisations, as well as the uses of data. Practitioners feel that data is incomplete and do not provide the routes to policy measures that will make a clear difference to outcomes. At the same time, there is a feeling there is a lack of will to use data to either explain or change their organisation's response to race inequality. Thus, this article concludes that the use of ethnicity data remains the main concern for many participants in this study.

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“…The most effective support in training can be provided by a teacher who has the necessary knowledge and owns practical skills of working with students with various disabilities. In this regard, foreign authors Mary Elizabeth Collins, Carol T. Mowbray, Lynne Kendall [17,18] consider that it necessary to train staff to work with students with various disabilities, to prepare special handouts and materials for them. Researchers have noted some instances of bias on the part of teachers and pointed out the need for special training for all teachers to raise disability awareness.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Attitude Towards Disabled Students of Distance Learning Departments at Higher Educational Institutions

Movkebayeva¹,

Zholtaeva²,

Khamitova³

2019

Proceedings of the First International Volga Region Conference on Economics, Humanities and Sports (FICEHS 2019)

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The article discusses the problem of the teacher's readiness for training disabled students of distance learning department at higher educational institutions of the Republic of Kazakhstan. The results of a sociological survey the form of questionnaires and interviews with university teachers are presented in the aim of identifying their motivational, cognitive and methodological readiness to organize educational activities of students with limited mobility. Mostly positive attitude of teachers to disabled students of distance learning departments, positive motivation to improve their own professional qualifications, interest in obtaining the necessary knowledge on the organization of this category students distance learning were revealed. An analysis of the teachers' survey has revealed the presence of certain factors (teaching experience, the experience of teaching students with disabilities and etc.) that affect the formation of their personal attitude to distance learning for students with limited abilities. Along with this, the teachers' survey revealed a lack disabled people psychophysical development of the characteristics understanding, lack of the student perception knowledge with hearing and visual impairments, insufficient understanding of the students with impairments physiological characteristics and so on. The teachers experienced the greatest difficulties in determining the presentation form of the lecture material, monitoring and evaluating independent works of students with problems of hearing, vision and movement. Characteristics were the difficulties associated with the adaptation of educational materials for students with vision and hearing problems. The revealed difficulties in organizing distance learning for disabled students allowed the authors to offer some recommendations for the implementation of this process.

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Higher education and disability: Exploring student experiences

Cited by 126 publications

References 36 publications

Managing the demands of the preregistration mental health nursing programme: The views of students with mental health conditions

Managing the demands of the preregistration mental health nursing programme: The views of students with mental health conditions

“Explain or change”: The quality and uses of ethnicity data in universities and healthcare organisation in England

Teachers’ Attitude Towards Disabled Students of Distance Learning Departments at Higher Educational Institutions

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