The academic attainment of students with disabilities in UK higher education

Richardson, John T. E.

doi:10.1080/03075070802596996

Cited by 77 publications

(104 citation statements)

References 21 publications

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“…Males outperformed females on both scales. The second study, conducted in the UK, investigated the relationship between degree classes (the UK degree ranking system) and disability status for 270,180 students who received degrees in the 2004-2005 school year (Richardson, 2009). Of these, 480 individuals with physical disabilities received degrees and 58.9% of them were high value degrees (Level I and II(i)), indicating superior academic performance.…”

Section: Summary Of Key Findingsmentioning

confidence: 99%

College Students with Physical Disabilities: Common On Campus, Uncommon in the Literature

Gelbar

Madaus²,

Lombardi³

et al. 2015

PDERS

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College students with physical disabilities were among the first students to receive disability supports in higher education in the United States, and the earliest journal articles in disability services focused almost exclusively on this cohort. As more students with a range of disability types have accessed higher education over the past 25 years, the body of professional literature has developed correspondingly. However, research related to students with physical disabilities is relatively sparse. The present study is a secondary analysis of a comprehensive systematic review of 1,036 journal articles published between 1951 and 2012, 615 of which were data based. Specifically, 81 of the 615 studies included at least one participant with a physical disability (38.3% included a substantial number of individuals with physical disabilities) and were highlighted for analysis. The majority of studies used descriptive designs and only two studies were experimental. No studies investigated the effectiveness of specific programs or accommodations for students. Results indicated that more systematic, high quality research on the experiences of and services provided to college students with physical disabilities is necessary.

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Section: Summary Of Key Findingsmentioning

confidence: 99%

College Students with Physical Disabilities: Common On Campus, Uncommon in the Literature

Gelbar

Madaus²,

Lombardi³

et al. 2015

PDERS

View full text Add to dashboard Cite

show abstract

“…Nearly 5% of the students had a hearing disability and 1.2% had a visual disability. In the United Kingdom, Richardson (2009) looked at the impact disabilities had on the studies of university students. The findings showed that the only students impacted by their disabilities were those with so-called hidden disabilities such as dyslexia and Asperger syndrome.…”

Section: Introductionmentioning

confidence: 99%

Enabling the full participation of university students with disabilities: seeking best practices for a barrier-free language centre

Tuomi¹,

Jauhojärvi-Koskelo.²

2015

Voices of Pedagogical Development – Expanding, Enhancing and Exploring Higher Education Language Learning

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“…This failure can be interpreted as a lack of institutional capacity and social inclusion (Ebersold, 2008). Recent research by Richardson (2009), using academic attainment as a gauge of success in higher education, found that disablement accounted for only an insignificant 0.02% of the variation (p.134). Gidley, Hampson, Wheeler, & Bereded-Samuel (2010) suggest that, according to an integrated approach, the application of social inclusion theory for quality higher education which realises students' academic potentials requires equitable access, engaged participation and empowered success.…”

Section: To the 1948 Declaration Of Humanmentioning

confidence: 99%

As Capable as Other Students: Tanzanian Women with Disabilities in Higher Education

Tuomi

Lehtomäki

Matonya

2015

International Journal of Disability, Development and Education

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Globally, persons with disabilities are underrepresented in higher education. In Sub-Saharan Africa, where opportunities for higher education are especially limited, women are unlikely to continue their education. This research investigates women in Tanzanian higher education with the double marginalisation of being a woman and having disabilities. The women were interviewed on what factors enabled access and participation for their educational success. A thematic analysis of qualitative data was applied. All the women interviewed were motivated to complete their degrees. Key enabling factors were encouragement from their families and previous teachers, full participation in student life and sufficient financial support. Student life integration, especially peer study groups, and university staff training were emphasised along with structural modifications needed for campus facility access. They understood the importance of education, especially as women with disabilities, and the impact educated women with disabilities have as role models for young women, those with disabilities and without.Keywords: access to higher education; equality; higher education; inclusive education; marginalisation; Sub-Saharan Africa; Tanzania; women with disabilities; Introduction I think that we experience a lot of barriers due to the African culture which undermines girls and women. Even at home, family members may say 'this one is a girl and, on top of that, she has a disability. She may have capabilities but, if we help her to go to school or college, would that mean anything? There is no reason to help her. It is better to leave disabilities to inclusive education at all levels, including lifelong learning, without discrimination, on the basis of opportunity. In addition, Article 6 of the UNCRPD specifies the importance of guarding the human rights and fundamental freedoms of those with the multiple discriminations of being both female and having disabilities. These documents further emphasise the role of institutions of higher education in the development of equality and equity.Globally, persons with disabilities are underrepresented in higher education. There is also a lack of reliable, comparable data on the access and participation of students with disabilities in higher education. This underrepresentation stems partly from the prevailing inequity at the primary and secondary levels of education or, in other terms, the weakness of the education system to respond to the educational potential of students with disabilities (Ebersold, 2008).While there has been significant improvement in access to education in general, the education of persons with disabilities has remained neglected. According to the World Report on Disability disabled children (55.6%) than for children with disabilities (45.6%) and very low for girls with disabilities (32.9%) compared to the completion rate for boys with disabilities (42%). The World Report on Disability points out that, in developing countries, more evidence on actual social and academic out...

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The academic attainment of students with disabilities in UK higher education

Cited by 77 publications

References 21 publications

College Students with Physical Disabilities: Common On Campus, Uncommon in the Literature

College Students with Physical Disabilities: Common On Campus, Uncommon in the Literature

Enabling the full participation of university students with disabilities: seeking best practices for a barrier-free language centre

As Capable as Other Students: Tanzanian Women with Disabilities in Higher Education

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