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
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'