A Qualitative Study of the Lived Experiences of Disabled Post-Transition Students in Higher Education Institutions in Northern Ireland

Autor/inn/en	Redpath, Jennifer; Kearney, Patricia; Nicholl, Peter; Mulvenna, Maurice; Wallace, Jonathan; Martin, Suzanne
Titel	A Qualitative Study of the Lived Experiences of Disabled Post-Transition Students in Higher Education Institutions in Northern Ireland
Quelle	In: Studies in Higher Education, 38 (2013) 9, S.1334-1350 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2011.622746
Schlagwörter	Foreign Countries; Higher Education; Colleges; Disabilities; Interviews; Barriers; Inclusion; Educational Policy; Educational Research; Access to Education; Student Participation; Student Experience; Federal Legislation; Educational Legislation; College Students; Access to Information; College Choice; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Hochschule; Fachhochschule; Handicap; Behinderung; Interviewing; Interviewtechnik; Inklusion; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Education; Access; Bildung; Zugang; Bildungszugang; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Studienerfahrung; Bundesrecht; Bildungsrecht; Schulgesetz; Collegestudent; Studienortwahl
Abstract	This article provides a systematic analysis of 13 in-depth interviews of disabled students from universities in Northern Ireland. Undertaken as part of the Uni4U initiative, the findings presented describe barriers experienced by students with disabilities to participation in higher education. The students provided comments concerning their current service provisions, barriers they have experienced and suggestions for improvements to the service. Examination of the findings leads us to three recommendations: first, that a network of communication should exist that encourages dialogue between all parties with an interest in the well-being of the student, with the student at the heart of these discussions and involved in all decisions; second, that attention must be paid to staff development especially with regard to mental health issues; and, finally, that in the long term, the aim of institutions should be to move away from individual 'reasonable adjustments' to inclusive education for all. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10