89 lines
2.9 KiB
YAML
89 lines
2.9 KiB
YAML
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abstract: 'BackgroundIn Higher Education, inclusion and the enhancement of equality
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of opportunities and practices appeal as imperative, in most Western
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societies'' laws. Inclusive education literature, however, reveals that
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despite inclusion''s strong advocacy, delivery remains problematic, as
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beyond the surface of institutional policy, the reality of university
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life for students with disabilities may be one of continued exclusion
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and barriers to learning. Furthermore, in many countries, including
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Greece, the voices of students with disabilities appear significantly
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under-represented, not only in policy-making processes and practices,
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but also in the area of research.PurposeIn the light of the above, this
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paper aims to explore the experiences and perspectives of 32 students
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with disabilities on: education in Higher Education Institutions in
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Greece, the impending transition to paid employment and future
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aspirations.MethodThe paper is based on a qualitative study where data
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were collected through semi-structured interviews with university
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students with disabilities. Data were analysed according to the
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principles of interpretative phenomenological analysis.FindingsComplex
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and rich accounts divulged specific issues, such as physical access and
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access to academic knowledge, quality of available support, interactions
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with tutors and fellow students, as well as perceived factors that may
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hinder the transition into the labour market. The results of the study
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also confirmed that students with disabilities are capable of asserting
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their needs, challenging institutional discrimination issues and
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proposing more inclusive alternatives.ConclusionThe findings indicate
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the need for reconsidering and refining institutional policies and
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practices in relation to issues of disability and education.'
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affiliation: 'Vlachou, A (Corresponding Author), Univ Thessaly, Dept Special Educ,
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Volos, Greece.
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Vlachou, Anastasia; Papananou, Ioanna, Univ Thessaly, Dept Special Educ, Volos,
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Greece.'
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author: Vlachou, Anastasia and Papananou, Ioanna
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author-email: anavlachou@uth.gr
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author_list:
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- family: Vlachou
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given: Anastasia
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- family: Papananou
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given: Ioanna
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da: '2023-09-28'
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doi: 10.1080/00131881.2018.1453752
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eissn: 1469-5847
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files: []
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issn: 0013-1881
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journal: EDUCATIONAL RESEARCH
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keywords: 'Higher education; inclusion; equity; participation; teaching and
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learning; students with disabilities'
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keywords-plus: INCLUSIVE EDUCATION; ACHIEVEMENT; SCHOOL
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language: English
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number: '2'
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number-of-cited-references: '44'
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pages: 206-221
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papis_id: 3eb7e6a369adfd79e7b3c5aebf85d733
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ref: Vlachou2018experiencesperspecti
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times-cited: '15'
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title: Experiences and Perspectives of Greek Higher Education Students with Disabilities
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type: Article
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unique-id: WOS:000433946000005
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usage-count-last-180-days: '1'
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usage-count-since-2013: '26'
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volume: '60'
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web-of-science-categories: Education \& Educational Research
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year: '2018'
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