Funding and inclusion in higher education institutions for students with disabilities

Abstract

Background: Historically, challenges faced by students with disabilities (SWDs) in accessing higher education institutions (HEIs) were attributed to limited public funding. The introduction of progressive funding models such as disability scholarships served to widen access to, and participation in, higher education for SWDs. However, recent years have seen these advances threatened by funding cuts and privatisation in higher education.Objectives: In this article, the funding mechanisms of selected developed and developing democratic countries including the United Kingdom, the United States, Canada, Australia, South Africa and India are described in order to gain an insight into how such mechanisms enhance access, equal participation, retention, success and equality of outcome for SWDs. The countries selected are often spoken about as exemplars of best practices in relation to widening access and opportunities for SWDs through government mandated funding mechanisms. Method: A critical literature review of the sample countries’ funding mechanisms governing SWDs in higher education and other relevant government documents; secondary academic literature on disability funding; online sources including University World News, University Affairs, newspaper articles, newsletters, literature from bodies such as the Organisation for Economic Co-operation and Development, Disabled World and Parliamentary Monitoring Group. Data were analysed using a theoretically derived directed qualitative content analysis.Results: Barriers which place SWDs at a substantial educational disadvantage compared to their non-disabled peers include bureaucratisation of application processes, cuts in disability funding, means-test requirements, minimal scholarships for supporting part-time and distance learning for SWDs and inadequate financial support to meet the day-to-day costs that arise as a result of disability.Conclusion: Although the steady increase of SWDs accessing HEIs of the sampled countries have been attributed to supportive disability funding policies, notable is the fact that these students are still confronted by insurmountable disability funding-oriented barriers. Thus, we recommend the need for these HEIs to address these challenges as a matter of urgency if they are to respect the rights of SWDs as well as provide them with an enabling environment to succeed academically.

Human Anatomy: Teaching–Learning Experience of a Support Teacher and a Student with Low Vision and Blindness

“…Inclusive education is based on the idea that education is a universal human right and no one should be denied access to it on account of a disability (UNESCO, 2015; Fossey et al, 2017). The establishment of inclusive education legislation has increased the number of students with special educational needs (SEN) that enter higher education around the world (French, 1995; McGregor et al, 2016; Chiwandire and Vincent, 2019; Biggeri et al, 2020). In Brazil, the Federal Law No.…”

“…Nonetheless, the fact that these students are in class does not necessarily imply their full participation in the university environment or that they are effectively learning the course content (Fuller et al, 2004a; Moreira et al, 2011). Therefore, inclusive education presents the challenge of not only ensuring the access of students with SEN to higher education, but also to guarantee that they remain in the university and complete their degree courses successfully, receiving high‐quality education (Brazil, 1996; Allman and Lewis, 2014; Chiwandire and Vincent, 2019).…”