From absent to active voices: securing disability equality within higher education

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 i...

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Bibliographic Details
Published in:International journal of inclusive education 2012-03, Vol.16 (3), p.283-295
Main Author: Beauchamp-Pryor, Karen
Format: Article
Language:English
Subjects:
Advocacy
Attitudes toward Disabilities
Barriers
Boundaries
Colleges and universities
Disabilities
disability
Disabled
Educational Legislation
Educational Policy
Equality
Group Dynamics
Higher Education
Ideology
Inclusion
involvement
Participant Satisfaction
Performance Factors
Policy Formation
Politics of Education
power
Questionnaires
School Policy
Social Justice
Special Needs Students
Student Attitudes
Student Empowerment
Student Leadership
Student Participation
Students
Transformational Leadership
United Kingdom
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Summary: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.
ISSN:1360-3116
1464-5173
DOI:10.1080/13603116.2010.489120