Literaturnachweis - Detailanzeige
Autor/inn/en | de la Torre, Rocío; Calleja, Gema; Erro-Garcés, Amaya |
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Titel | Pushing Limits in Higher Education: Inclusion Services' Perspectives on Supporting Students with Learning Disabilities in Spanish Universities |
Quelle | In: Journal of Higher Education Policy and Management, 45 (2023) 4, S.423-441 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (de la Torre, Rocío) ORCID (Calleja, Gema) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-080X |
DOI | 10.1080/1360080X.2023.2190951 |
Schlagwörter | Foreign Countries; College Students; Students with Disabilities; Learning Disabilities; Inclusion; Student Personnel Services; Higher Education; Student Personnel Workers; Attitudes; Role; Governance; Educational Resources; Empowerment; Mentors; Spain Ausland; Collegestudent; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Inklusion; Hochschulbildung; Hochschulsystem; Hochschulwesen; Attitude; Einstellung; Verhalten; Rollen; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsmittel; Spanien |
Abstract | The unprecedented growth of universities in recent years has meant that there are more students with learning disabilities attending courses. Consequently, universities have had to adapt, improve and create new resources to ensure greater inclusivity. These resources, their design, and development are managed by inclusion support services, aiming to the full inclusion of students with disabilities and the promotion of community awareness. This article aims to shed light on the current role of inclusion services in supporting students with learning disabilities, and the link these services have with the different university stakeholders, using a thematic analysis from the experiences of this services staff in eight Spanish universities. The results show that: (1) there is no uniformity in the support services; and (2) more resources and work are needed to ensure increased inclusion and awareness. The discussion and conclusions drawn highlight the trends, challenges, and opportunities for universities improving their inclusion. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |