Incorporating disabled students within an inclusive higher education environment

Fuller, Mary; Bradley, Andrew; Healey, Michael

doi:10.1080/0968759042000235307

Cited by 174 publications

(164 citation statements)

References 9 publications

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“…Scholars and policymakers alike have discussed the importance of widening participation in tertiary education (e.g., Bradley & Miller, 2010) and of developing campus cultures and pedagogical approaches that value, respect, and work for a wide variety of learners (e.g., Grace & Gravestock, 2009;Ouellett, 2005). Much of this scholarship has focused on the relative accessibility of teaching and learning for students with disabilities in particular (e.g., Fuller, Bradley, & Healey, 2004;Riddell, Weedon, Fuller, Healey, Hurst, Kelly, & Piggott, 2007), often considering inclusive pedagogical strategies such as universal design for learning (Burgstahler & Cory, 2009). Considerable attention has also been afforded to the ways in which teaching and learning intersect with ethnicity, socio-economic status, religion, and other axes of identity (e.g., Cole & Ahmadi, 2010;Devlin, Kift, Nelson, Smith, & McKay, 2012;Ladson-Billings, 2014 remains unresolved in educational research and largely unrealized in practice.…”

Section: Introductionmentioning

confidence: 99%

Moving towards inclusive learning and teaching: A synthesis of recent literature

Lawrie

Marquis

Fuller

et al. 2017

T&LI

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The need for inclusive and equitable approaches to teaching and learning is a persistent theme in recent literature. In spite of relatively widespread agreement about this objective, inclusion remains elusive, and opinions about how best to achieve it proliferate. To provide a landscape view of the field and offer recommendations for research and practice, this article provides a focussed review of literature connected to inclusive teaching and learning published since 2010. Drawing from a framework advanced by Hockings (2010), we synthesize key findings from recent scholarship and argue for the value of a whole-of-institution approach that considers the activities and interactions of educational actors operating at different institutional levels. We also extend this argument to consider the need for greater attention to factors that move beyond the individual institution and to advocate for further international research in particular.

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Section: Introductionmentioning

confidence: 99%

Moving towards inclusive learning and teaching: A synthesis of recent literature

Lawrie

Marquis

Fuller

et al. 2017

T&LI

View full text Add to dashboard Cite

show abstract

“…A fogyatékosokkal szembeni attitűdöt leggyakrabban attitűdskálás méréssel -pl. ATDP, ORM, SACIE -(Szegő, 2008;Forlin, Loreman, Sharma és Earle, 2007;Pető és Czeglédi, 2012) vagy kvalitatív interjús vizsgálatokkal végzik (Holloway, 2001;Fuller, Bradley és Healey, 2004).…”

Section: Vizsgálati Előzményekunclassified

Látlelet a pedagógusok befogadó neveléshez-oktatáshoz való hozzáállásáról

Szabó¹

2016

Iskolakultúra

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“…Scholars categorize health impairments as "apparent" and "non-apparent", "visible" and "invisible" and "non-cognitive" and "cognitive" to separate the diverse experiences of mental versus physical impairments (Adams & Proctor, 2010; Frazier, Youngstom, Glutting, & Watkins, 2007;Fuller, Bradley, & Healey, 2004;Fuller et al, 2009;Mullins & Preyde, 2013;Murray, Lombardi, & Kosty, 2014;Olney & Brockelman, 2003;Wessel, Jones, Markle, & Westfall, 2009). ii Physical impairments are easier to document and are perceived of as more legitimate and deserving of accommodations in college classrooms (Chambers et al, 2013;Upton & Harper, 2002 …”

Section: Signals Shape Educational Expectationsmentioning

confidence: 99%

“…Students with physical impairments are more likely to receive accommodations (Chambers et al, 2013;Fuller et al, 2004) and report being better adjusted to the college environment than students with mental impairments (Adams & Proctor, 2010;Fuller et al, 2009;Murray et al, 2014). Students with invisible impairments, such as depression, ADD or a learning disability, can pass as "normal" and avoid some discrimination from faculty and peers, but passing as normal does not eliminate the symptoms of impairments and validating invisible impairments is challenging (Johnson, 2006;Mullins & Preyde, 2013).…”

Section: The Role Of Social Integration and Enrollment Characteristicsmentioning

confidence: 99%

Cooling Out Undergraduates with Health Impairments: The Freshman Experience

Carroll

Muller

Pattison

2016

The Journal of Higher Education

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Students with health impairments represent a growing sector of the college population, but health based disparities in bachelor's degree completion persist. The classes students pass and the grades they receive during the first year of college provide signals of degree progress and academic fit that shape educational expectations, potentially subjecting students to a cooling out process (Clark 1960). Using the Beginning Postsecondary Students Longitudinal Study (BPS 04/09), we compare signals of degree progress and academic fit and changes in educational expectations between students with and without health impairments during the first year of college. We find that net of academic preparation, type of institution, enrollment intensity and first year experiences, students with mental impairments are more likely to lower their educational expectations after the first year of college, due partially to negative signals of academic fit. We find limited evidence that gaps in learning are related to the use of academic accommodations for students with health impairments. Our results suggest that students with mental impairments are disadvantaged in reaching first year benchmarks of degree progress and academic fit and are disproportionately cooled out.Bachelor's degrees have become essential for future success in health and the labor market. More people have access to college than ever before, but bachelor's degree completion rates are not equal for all students who hope to complete a degree. College attendance has risen for students with health impairments since the passage of the Americans with Disabilities Act [ADA], which supports equal opportunities and combats discrimination, but gaps in degree completion remain. i "We have yet to experience the full impact of [ADA]. The dreams and ambitions of many young people with disabilities have yet to be realized" according to Lex Frieden, a disability rights advocate (Frieden, 2014). Four out of five high i ADA defines a disability as "a physical or mental impairment that substantially limits one or more major life activities." Both "disability" and "health impairment" are used in the literature (Wells 2003). We use "health impairment" because it coincides with the ADA definition and the BPS questionnaire. HHS Public AccessAuthor manuscript J Higher Educ. Author manuscript; available in PMC 2017 November 01. Author Manuscript Author ManuscriptAuthor ManuscriptAuthor Manuscript school students with health impairments hope to go to college, but only one third matriculate (Wagner & Blackorby, 1996;Sanford, Newman, Wagner, Cameto, Knokey, & Shaver, 2011). Of the over two million students with health impairments who do enter postsecondary institutions, only 16% receive a bachelor's degree, compared to over half of students without health impairments (Kochhar-Bryant, Bassett, & Webb, 2009). Without successful early college experiences, dreams of receiving a bachelor's degree may go unrealized. Students who pass classes and earn high grades during the first year of coll...

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Incorporating disabled students within an inclusive higher education environment

Cited by 174 publications

References 9 publications

Moving towards inclusive learning and teaching: A synthesis of recent literature

Moving towards inclusive learning and teaching: A synthesis of recent literature

Látlelet a pedagógusok befogadó neveléshez-oktatáshoz való hozzáállásáról

Cooling Out Undergraduates with Health Impairments: The Freshman Experience

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