Transforming support for students with disabilities in UK Higher Education

Taylor, Mark; Turnbull, Yvonne; Bleasdale, Jo; Francis, Hulya; Forsyth, Henry

doi:10.1111/1467-9604.12143

Cited by 25 publications

(10 citation statements)

References 20 publications

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“…A predominantly concept-driven coding frame (Schreier 2012) was developed, informed by disabled students' experiences of higher education, as reported in the literature (Abreu et al 2016;Beauchamp-Pryor 2007Cunnah 2015;Griful-Freixenet et al 2017;Hong 2015;Hutcheon and Wolbring 2012;Kendall 2016;Kirby 2009;Lillywhite and Wolbring 2019;McGregor et al 2016;Osborne 2019;Redpath et al 2013;Riddell et al 2007;Taylor et al 2017;Vickerman and Blundell 2010). A Critical Disability Studies perspective (Ellis et al 2019;Goodley 2017) on the social construction of disability (Rapley 2010) was also influential.…”

Section: Discussionmentioning

confidence: 99%

How is disability portrayed through Welsh universities’ Disability Service web pages?

Pickard

2021

Learning and Teaching

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This article explores the portrayal of disability through the Disability Service web pages of Welsh universities in order to understand their potential impression on disabled applicants. The method of Qualitative Content Analysis enables consideration of multiple dimensions including use of language, terminology and photography, as well as discussion of academic, cultural, social and logistical aspects of student life. The development of a primarily concept-driven coding frame enables consideration of the absence of certain criteria as well as the frequency and prominence of others. The ensuing discussion considers, from a Critical Disability Studies perspective, the sector’s portrayal of the construct of disability. This article proposes a call to action to challenge deficit-based interpretations of disability and advocates an affirmative stance towards disability in higher education policy and practice.

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Section: Discussionmentioning

confidence: 99%

How is disability portrayed through Welsh universities’ Disability Service web pages?

Pickard

2021

Learning and Teaching

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“…At the workshop session, which lasted for about one hour and forty-five minutes, the host community representatives of 16 individuals. These represent actors and environmental influence under CATWOE (see, Checkland and Poulter, 2006 ; Taylor et al., 2016 ).…”

Section: Key Leadership Issues Identified In the Researchmentioning

confidence: 99%

Addressing operational complexities through re-inventing leadership style: A systemic leadership intervention

Ufua

Salau

Ikpefan

et al. 2020

Heliyon

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This research investigates leadership practice in private organisations in Nigeria. It focuses on learning about the application of leadership styles to address operational complexities in organisations. The research is based on a case study of a commercial livestock farm in Nigeria using systemic intervention as the methodology. Data collection tools, such as a workshop, semi-structured interviews, boundary setting and participant observation, were applied. Key leadership issues identified in the case study were addressed via the creation of an effective approach from different leadership underpinnings. Part of the findings is the difficulty in sustaining the implementation of a particular leadership style(s) due to unstructured nature of complexities involved in the determination of suitable leadership style at different stages of the research. The research wrapped up with the suggestion for further research on systemic leadership intervention to consider exploring the public sector, as well as the need to further review on the use of CATWOE in the research process, to avoid the occurrence of marginalisation in its apllication.

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“…Institutions of higher education in Great Britain promote students with LD by providing financial support, depending on the individual needs of the student, and customized learning plans that include study skills support, note-taking support, and assistive technology (Taylor, Turnbull, Bleasdale, Francis, & Forsyth, 2017). Students in British universities are entitled to support from their teachers in the form of handouts, adjusted teaching methods, and time extensions (Lukianova & Fell, 2016).…”

Section: Academic Support For Students With Ldmentioning

confidence: 99%

Academic Achievements of College Graduates With Learning Disabilities Vis-a-Vis Admission Criteria and Academic Support

2019

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Postsecondary entrance examination scores are generally low predictors of college achievement (grade point average [GPA]) for students with learning disabilities (LD). The difficulties with meeting academic requirements have raised the awareness of the needs of students with LD for support services. The present study examined the adequacy of entrance criteria to academic studies for students with LD and the effectiveness of three support levels during their academic studies in increasing their academic gains. Data were collected for 315 college graduates with LD and 955 graduates who do not have LD (NLD) who completed their BA studies in a college in Israel. Although the admission scores of graduates with LD were lower than those of NLD graduates, their GPA was higher than the GPA of NLD graduates. The psychometric score had a low correlation with final college GPA of graduates with LD. There was no difference in the final GPA of the graduates with LD in the different support programs. The findings suggest that academic support can be an effective way to help students with LD to eliminate or close the gap between them and NLD students and to earn an academic degree, regardless of what if any admission criteria were applied to them.

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Transforming support for students with disabilities in UK Higher Education

Cited by 25 publications

References 20 publications

How is disability portrayed through Welsh universities’ Disability Service web pages?

How is disability portrayed through Welsh universities’ Disability Service web pages?

Addressing operational complexities through re-inventing leadership style: A systemic leadership intervention

Academic Achievements of College Graduates With Learning Disabilities Vis-a-Vis Admission Criteria and Academic Support

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