Pathways to inclusion in European higher education systems

Biewer, Gottfried; Buchner, Tobias; Shevlin, Michael; Smyth, Fiona; Šiška, Jan; Káňová, Šárka; Ferreira, Miguel Ángel Vázquez; Toboso-Martín, Mario; Díaz, Susana Rodríguez

doi:10.1016/j.alter.2015.02.001

Cited by 28 publications

(27 citation statements)

References 3 publications

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“…An academic personal assistant helps with campus mobility, educational tasks such as photocopying or notetaking, and some personal care needs (McCarthy, Quirke and Treanor, 2018). Ireland is well regarded in supporting disabilities in education relative to other European countries, and as having 'a highly developed support infrastructure for disabled students' (Biewer et al, 2015). However, the Disability Federation of Ireland points to constraints on personal assistance services in higher education.…”

Section: Educationmentioning

confidence: 99%

“…Askheim (2019) points to research that concludes: 'education is even more important for (persons) with disabilities than for those without disabilities and could be seen as a main avenue of entrance into the labour market'. Another study concludes that personal assistance while in education has 'a potentially crucial role in accessing the labour market' (Biewer et al, 2015).…”

Section: Educationmentioning

confidence: 99%

“…Public funding is available for students with disabilities at university level in Spain. Students with physical disabilities or visual impairments in Austria can apply for a personal assistance at the workplace, and, if successful in their application, can also rely on this personal assistant for study support (Biewer et al, 2015). The Czech Republic, meanwhile, has been highlighted as an example of a post-socialist country in which disability support in postsecondary education is 'seriously underdeveloped', with no legislative support and considerable variation in the range and competence of services available in postsecondary institutions (Biewer et al, 2015).…”

Section: Education: Europe and The Usmentioning

confidence: 99%

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Specialist support for persons with disabilities living in the community: Review of international practice

Domhnaill¹,

Lyons²,

McCoy³

2020

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The mission of the Economic and Social Research Institute is to advance evidencebased policymaking that supports economic sustainability and social progress in Ireland. ESRI researchers apply the highest standards of academic excellence to challenges facing policymakers, focusing on 12 areas of critical importance to 21st Century Ireland. The Institute was founded in 1960 by a group of senior civil servants led by Dr T. K. Whitaker, who identified the need for independent and in-depth research analysis to provide a robust evidence base for policymaking in Ireland. Since then, the Institute has remained committed to independent research and its work is free of any expressed ideology or political position. The Institute publishes all research reaching the appropriate academic standard, irrespective of its findings or who funds the research. The quality of its research output is guaranteed by a rigorous peer review process. ESRI researchers are experts in their fields and are committed to producing work that meets the highest academic standards and practices. The work of the Institute is disseminated widely in books, journal articles and reports. ESRI publications are available to download, free of charge, from its website. Additionally, ESRI staff communicate research findings at regular conferences and seminars. The ESRI is a company limited by guarantee, answerable to its members and governed by a Council, comprising 14 members who represent a cross-section of ESRI members from academia, civil services, state agencies, businesses and civil society. The Institute receives an annual grant-in-aid from the Department of Public Expenditure and Reform to support the scientific and public interest elements of the Institute's activities; the grant accounted for an average of 30 per cent of the Institute's income over the lifetime of the last Research Strategy. The remaining funding comes from research programmes supported by government departments and agencies, public bodies and competitive research programmes.

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Section: Educationmentioning

confidence: 99%

Section: Educationmentioning

confidence: 99%

Section: Education: Europe and The Usmentioning

confidence: 99%

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Specialist support for persons with disabilities living in the community: Review of international practice

Domhnaill¹,

Lyons²,

McCoy³

2020

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“…Con todo esto, son diferentes los autores que consideran la última década como una etapa clave para la formación universitaria de las personas con discapacidad debido, entre otros factores, al aumento de este tipo de estudiantado (Álvarez-Pérez, Alegre de la Rosa y Lopez-Aguilar, 2015; Figuera y Coiduras, 2013;Biewer et al, 2015;Moriña, López-Gavira y Morgado, 2017). No obstante, tanto a nivel nacional como internacional, el número de estudiantes con discapacidad sigue teniendo baja representación en la Educación Superior (Lang, 2015).…”

Section: Introductionunclassified

El acceso a la universidad en estudiantes con discapacidad: la influencia de la orientación educativa en la elección de estudios de grado

Bastías

Moreno²,

Chavarría³

2020

PSYE

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El número de alumnos con discapacidad que decide matricularse en estudios universitarios de grado ha aumentado durante los últimos años. No obstante, si bien es verdad que la inclusión educativa ha favorecido la calidad y la permanencia de éstos en los niveles de Educación Secundaria y Bachillerato, la proporción de estudiantes con discapacidad que accede a la Universidad sigue siendo minúscula si es comparada con el resto del alumnado. El presente trabajo analiza la influencia que ha ejercido la orientación académica en la elección de estudios de grado en estudiantes con discapacidad que actualmente estudian en la Universidad XXX. Para ello, se ha realizado un estudio a 82 estudiantes con discapacidad. Los resultados muestran la aparición de otros factores, considerados como más importantes a la acción del orientador educativo en la elección de estudios universitarios. A su vez, se considera que la orientación académica llevada a cabo en los centros educativos de origen se realizó en momentos puntuales y se tuvo en cuenta, de manera prioritaria, otros factores diferentes a los del área de intereses y valores de los estudiantes. Se constata la necesidad de colaboración entre los centros universitarios y los centros de educación secundaria para favorecer la transición instituto-universidad

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“…One specific group of people with inequitable outcomes from higher education is students with disabilities [3]. In the European context, for example, the gap between disabled and non-disabled people with a tertiary education was 9 percentage points [4], and despite policy-and practice-level interventions intended to address this gap [5], [6], it has increased 2 percentage points since 2011 [4].…”

Section: Introductionmentioning

confidence: 99%