88 lines
2.9 KiB
YAML
88 lines
2.9 KiB
YAML
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'
|