wow-inequalities/02-data/intermediate/wos_sample/851f5e01aefa43a5e75db145b0fff27c-vlachou-anastasia-a/info.yaml

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2023-09-28 14:46:10 +00:00
abstract: 'BackgroundIn Higher Education, inclusion and the enhancement of equality
of opportunities and practices appeal as imperative, in most Western
societies'' laws. Inclusive education literature, however, reveals that
despite inclusion''s strong advocacy, delivery remains problematic, as
beyond the surface of institutional policy, the reality of university
life for students with disabilities may be one of continued exclusion
and barriers to learning. Furthermore, in many countries, including
Greece, the voices of students with disabilities appear significantly
under-represented, not only in policy-making processes and practices,
but also in the area of research.PurposeIn the light of the above, this
paper aims to explore the experiences and perspectives of 32 students
with disabilities on: education in Higher Education Institutions in
Greece, the impending transition to paid employment and future
aspirations.MethodThe paper is based on a qualitative study where data
were collected through semi-structured interviews with university
students with disabilities. Data were analysed according to the
principles of interpretative phenomenological analysis.FindingsComplex
and rich accounts divulged specific issues, such as physical access and
access to academic knowledge, quality of available support, interactions
with tutors and fellow students, as well as perceived factors that may
hinder the transition into the labour market. The results of the study
also confirmed that students with disabilities are capable of asserting
their needs, challenging institutional discrimination issues and
proposing more inclusive alternatives.ConclusionThe findings indicate
the need for reconsidering and refining institutional policies and
practices in relation to issues of disability and education.'
affiliation: 'Vlachou, A (Corresponding Author), Univ Thessaly, Dept Special Educ,
Volos, Greece.
Vlachou, Anastasia; Papananou, Ioanna, Univ Thessaly, Dept Special Educ, Volos,
Greece.'
author: Vlachou, Anastasia and Papananou, Ioanna
author-email: anavlachou@uth.gr
author_list:
- family: Vlachou
given: Anastasia
- family: Papananou
given: Ioanna
da: '2023-09-28'
doi: 10.1080/00131881.2018.1453752
eissn: 1469-5847
files: []
issn: 0013-1881
journal: EDUCATIONAL RESEARCH
keywords: 'Higher education; inclusion; equity; participation; teaching and
learning; students with disabilities'
keywords-plus: INCLUSIVE EDUCATION; ACHIEVEMENT; SCHOOL
language: English
number: '2'
number-of-cited-references: '44'
pages: 206-221
papis_id: 3eb7e6a369adfd79e7b3c5aebf85d733
ref: Vlachou2018experiencesperspecti
times-cited: '15'
title: Experiences and Perspectives of Greek Higher Education Students with Disabilities
2023-10-01 08:15:07 +00:00
type: article
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unique-id: WOS:000433946000005
usage-count-last-180-days: '1'
usage-count-since-2013: '26'
volume: '60'
web-of-science-categories: Education \& Educational Research
year: '2018'