What works to facilitate displaced and refugee-background students’ access and participation in European higher education: results from a multilingual systematic review

Kalocsányiová, Erika; Bilici, Natalia; Jenkins, Ryan; Obojska, Maria Antonina; Samuk, Şahizer

doi:10.1080/00131911.2022.2085670

Cited by 4 publications

(1 citation statement)

References 43 publications

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“…According to the 2023-2028 Disability Mainstreaming strategic plan at the UoN, a SWOT analysis indicates that one of the weaknesses/barriers to the inclusion of students with disabilities is the lack of training for staff on how to handle the students with disabilities. Another, according to research, is the language barrier, which can significantly affect students' abilities to attend HEIs and leads to high dropout rates [79]. Less than thirty percent of low-and middle-income countries have designed learning materials for speakers of non-dominant languages [80].…”

Section: Reflections From Case Studymentioning

confidence: 99%

Policy and Practice on Inclusive Higher Education in the UK and Kenya: A Theoretical Framework and Recommendations

Kioupi,

Nawire,

Musungu

et al. 2023

Sustainability

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This article presents a study that was undertaken as part of a collaborative project between a UK university and a university in Kenya. The study aimed to investigate policies and practices of Inclusion and Inclusive Education in the two universities. Here, we present how Inclusion and Inclusive Education are conceptualized in the two geographical contexts, and review literature on Inclusion, Inclusive Education, disability, race and international/refugee students to develop a theoretical framework that we use to analyze the policies and practices of the two universities in two case studies. Our preliminary findings of this analysis show that Inclusion and Inclusive Education definitions in the two contexts need to be augmented with considerations of identity. We also make recommendations for the two institutions on how they can improve their policies and practices of inclusion, generate new strategies where they are missing or review existing tools and services to evaluate. These recommendations can benefit higher education institutions in the Global North and South.

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Section: Reflections From Case Studymentioning

confidence: 99%