The Diversity in the University: Students’ Ideas on Disability Issues

Tressou, Evangelia; Mitakidou, Soula; Karagianni, Panagiota

doi:10.18848/1447-9532/cgp/v07i04/39418

Cited by 3 publications

(6 citation statements)

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“…Inclusion is a complicated process at best, and requires institutions and curricula to create a structure and a system that allow for a culture and practice in which all barriers and opposition to participation may be identified and removed (Tressou, Mitakidou & Karagianni 2007). Giving academic staff sufficient support to include disability is critically important.…”

Section: Discussionmentioning

confidence: 99%

“…The findings indicate that there is a need for a framework within the institutional culture and overarching curriculum structure that makes obvious the relevance of disability to shaping our thinking as a society. Inclusion is a complicated process at best, and requires institutions and curricula to create a structure and a system that allow for a culture and practice in which all barriers and opposition to participation may be identified and removed (Tressou, Mitakidou & Karagianni 2007 ). Giving academic staff sufficient support to include disability is critically important.…”

Section: Discussionmentioning

confidence: 99%

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Enabling disability inclusive practices within the University of Cape Town curriculum: A case study

2015

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BackgroundDisability inclusion in the curricula of higher education institutions contributes to socially responsive graduates with a capacity to address the cross-cutting issue of disability in development. This article discusses a study conducted at the University of Cape Town (UCT), South Africa, to explore disability inclusion.MethodologyAn instrumental case study approach was adopted and a thematic analysis of data was done.FindingsAcademic staff found a variety of ways to include disability, such as discussions in class, practice and service learning, but mainly as part of disciplinary requirements. Including disability as an issue of social justice stems mostly from the personal interest of staff, and is done in an ad hoc manner.ConclusionDisability should be valued, and integrated into the curriculum in a structured manner as a perspective on diversity with which to interrogate our beliefs about ourselves and society. Theorising on disability is needed, as well as the unique perspectives that emerge across interdisciplinary boundaries, especially within the African context.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Enabling disability inclusive practices within the University of Cape Town curriculum: A case study

2015

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“…In China, for example, the government recently implemented a series of special admission policies for diverse (e.g., rural) student groups (Yan and Wu, 2020). University admission policy in Greece determines that each department must allocate 3% of places to students with disabilities (Tressou et al, 2007), while in the United Kingdom almost all universities have a Disability Statement and respective arrangements in place for students with disabilities (Tinklin et al, 2004).…”

Section: Study Characteristicsmentioning

confidence: 99%

“…The analysis revealed different dimensions of student partnership (Matthews and Dollinger, 2022) among peer students and with lecturers: student participation in student associations (Johnson and Lollar, 2002), engaging with lecturers as partners (Loots and Walker, 2015), having small groups or study partners as a form of partnership (Devlin and O'Shea, 2011), student partnerships between African students (McLellan, 2009), and facilitating learning partnerships between dominant and excluded student groups (Tressou et al, 2007). Student participation was further described as a necessity of specific groups as a massification effect of higher education (Brooks, 2020).…”

Section: Student Partnershipmentioning

confidence: 99%

Student voice in higher education diversity policies: A systematic review

Resch

2023

Front. Educ.

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IntroductionDiversity is considered central to the capacity of higher education institutions to thrive in an increasingly diverse society. Accordingly, diversity policies are developed and initiated to benefit students from diverse backgrounds. However, little is known about how students themselves assess these diversity policies (student voice).MethodsThe systematic review described in this paper hence seeks to provide an overview of empirical evidence on student voice of diversity policies in higher education, looking thereby at corresponding studies published between 2000 and 2020. Of the 1,090 studies identified in the screening process, 21 were included in the final analysis.ResultsTwo thematic strands emerged in the thematic analysis: diversity policies aiming at opening access to higher education and the representation of student voice.DiscussionThe review concludes with specific policy and research recommendations in this field.

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“…The law, however, does not demonstrate in detail concise policies and, on the contrary, offers general guidelines (Greek Government, 2009). Therefore, University Institutions have to undertake the responsibility of promoting 'inclusion', of ensuring a non-discriminatory environment for all students and rendering access to and participation in learning feasible for everyone regardless of financial and social criteria (Tressou et al, 2007). In this point of view, several Greek University Institutions have undertaken initiatives and provide qualitative services in order to include and support students with SEN and/or disabilities.…”

Section: Higher Inclusive Education In Greecementioning

confidence: 99%

Students With Special Educational Needs in Greek Higher Education: Icts as a Vital Tool for Inclusion

Riga

Ioannidi

Papayiannis

2020

EJSE

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The present paper intends to report and analyze ongoing practices and policies with respect to the inclusion of Students with Special Educational Needs (SEN) and/or disabilities into Higher Education in Greece. To achieve this goal, the researchers systematically searched the current literature sources to find out the extent to and the ways in which European priorities set by article 24 of the Convention on the Rights of Inclusion of Persons with Special Educational Needs and/or Disabilities, have been advocated by Greek educational policy within the Higher Education context. Actually, the literature review demonstrates the existing law framework of the Greek national and local policy whose purpose is to promote the development and implementation of digitally assisted services which ought to take into consideration the needs of students with learning disabilities and comply with the international strides calling for a broader inclusive education. The results of this review showed that Greek universities have endeavored to respond successfully to the Greek legislation’s mandates and to fully address anti-discriminatory practice. However, more adjustments and decisive progress steps have to be made in relation to the curriculum and to teachers’ professional training to ensure all students’ inclusion. Article visualizations:<img src="/-counters-/edu_01/0606/a.php" alt="Hit counter" />

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The Diversity in the University: Students’ Ideas on Disability Issues

Cited by 3 publications

References 0 publications

Enabling disability inclusive practices within the University of Cape Town curriculum: A case study

Enabling disability inclusive practices within the University of Cape Town curriculum: A case study

Student voice in higher education diversity policies: A systematic review

Students With Special Educational Needs in Greek Higher Education: Icts as a Vital Tool for Inclusion

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