Add wos sample results library

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

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+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
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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
+
+  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
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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
+
+  also confirmed that students with disabilities are capable of asserting
+
+  their needs, challenging institutional discrimination issues and
+
+  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.'
+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
+type: Article
+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'