From Absent to Active Voices: Securing Disability Equality within Higher Education

Autor/in	Beauchamp-Pryor, Karen
Titel	From Absent to Active Voices: Securing Disability Equality within Higher Education
Quelle	In: International Journal of Inclusive Education, 16 (2012) 3, S.283-295 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2010.489120
Schlagwörter	Higher Education; Student Participation; Disabilities; Special Needs Students; Educational Policy; School Policy; Policy Formation; Transformational Leadership; Student Leadership; Inclusion; Social Justice; Barriers; Performance Factors; Attitudes toward Disabilities; Questionnaires; Student Attitudes; Participant Satisfaction; Student Empowerment; Politics of Education; Educational Legislation; Group Dynamics; Advocacy; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Politics of education; Bildungspolitik; Schulpolitik; Politische Betätigung; Studentenwerk; Inklusion; Soziale Gerechtigkeit; Leistungsindikator; Fragebogen; Schülerverhalten; Studienberechtigung; Educational policy; Bildungsrecht; Schulgesetz; Gruppendynamik; Sozialanwaltschaft; Großbritannien
Abstract	This article discusses the representation and participation of disabled students in the development of higher education policy and provision within the UK, at both a national and institutional level. Findings are drawn from a doctoral study, which identified the importance of student participation in securing equality and inclusion. Power relationships and established boundaries are explored to ascertain how vocal disabled students are in these processes. Questions are addressed in terms of the genuineness and effectiveness of participatory approaches, identifying those barriers that are likely to impede the process. These include the influence of dominant ideology, professional expertise and attitudes towards the capability of disabled students. All are important when considering the increased rights of disabled people. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10