Disabled Students in Transition: A tale of two sectors' failure to communicate

Abstract

This article explores in particular the need for proactive communications between the Further Education (FE) and Higher Education (HE) sectors to ensure that disabled students in transition are appropriately supported. The need for two-way communication was identi ed along with other signi cant issues in a research project at the University of Nottingham. The project explored the provision for disabled students available in HE against that which disabled students in both FE and HE institutions stated they required. Issues relating to transition are explored within this short article.

Applying a socio-ecological model to understand the psychosocial support services available to students with disabilities in universities

“…As part of large projects, there have been discussions on some of the psychosocial services received by students with disabilities and their associated challenges. The challenge, however, is that students with hidden disabilities are usually unaware of the existence of disability support services (Elliot & Wilson, 2008;Sanderson, 2001). This lack of awareness may be due to the ineffective communication and promotion of disability support services at the institutions of higher education (Vickerman & Blundell, 2010).…”

The super-disadvantaged in higher education: barriers to access for refugee background students in England

“…As noted above, the major institutional barrier was the lack of timely, accessible information about RBS rights and entitlements to HE and related issues (see: Informational Factors). Although lack of information is a factor common with other under-represented groups (see for example Sanderson 2001, for a discussion about informational barriers faced by students with disabilities), it can be argued that those with refugee backgrounds are more vulnerable to this. This is because they are, in most cases, new to the country and therefore lack both the understanding of the rules and resources necessary to exert active agency, and do not have a network of relevant, supportive social relationships.…”

An Exploration into the Barriers and Facilitators Experienced by University Graduates with Disabilities Requiring Personal Assistance Services

“…Since the vast majority of postsecondary disability-service providers does not systematically or regularly evaluate their programs, students with disabilities have not benefited consistently from these disability service initiatives and continue to have difficulty obtaining higher education degrees (Bolt, 2004;Sanderson, 2001;Stodden & Conway, 2003;Unger, 1994;Waller et al, 2005). Given this lack of consistent and needs-based support, students with disabilities may have difficulties overcoming barriers to complete their education (Bolt;MacDonald & Stratta, 2001;Madaus, 2006;Sanderson).…”

“…Given this lack of consistent and needs-based support, students with disabilities may have difficulties overcoming barriers to complete their education (Bolt;MacDonald & Stratta, 2001;Madaus, 2006;Sanderson). One of the major reasons advocated for conducting research and program evaluation includes gaining factual information needed to make informed decisions about future program development.…”

“…Although disability support services exist in most US higher education institutions to provide services for students with disabilities, these services are frequently insufficient to eliminate or substantially ameliorate the most prominent barriers to the educational participation of students with severe physical disabilities (Bolt, 2004;Madaus;Sanderson, 2001;Stodden & Conway, 2003;Unger, 1994;Waller et al, 2005).…”