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008 191130s2013 ne sb 001 0 eng d
020 _a9789462093447
_q(electronic book)
020 _z9789462093430
_q(print)
024 7 _a10.1007/978-94-6209-344-7
_2DOI
035 _a(OCoLC)865081292
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aLC4818.53.G7
072 7 _aJN
_2bicssc
072 7 _aEDU
_x000000
_2bisacsh
082 0 4 _a378.1/9827
_223
100 1 _aBeauchamp-Pryor, Karen,
_eauthor.
245 1 0 _aDisabled Students in Welsh Higher Education :
_ba A Framework for Equality and Inclusion /
_cKaren Beauchamp-Pryor.
264 1 _aLeiden;
_aBoston :
_bBrill | Sense,
_c2013.
300 _a1 online resource
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 1 _aStudies in Inclusive Education ;
_v21
490 1 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505 0 0 _aPreliminary Material -- The Context -- Competing Tensions -- Welsh Politics And Policymaking -- How Representative are Disabled Students in the Higher Education System? -- An Institutional Response to Equality and Inclusion -- Academic Departmental Response to Equality and Inclusion -- Student Experience -- A Commitment to Equality -- Appendix -- References -- Index.
520 _aThe number of disabled students accessing higher education in the United Kingdom has increased substantially, but the findings detailed in Disabled Students in Welsh Higher Education: A Framework for Equality and Inclusion identify that inequality and exclusion persist. Discussion is presented in three main sections: Part one, Perceptions, priorities and power , provides a theoretical and legislative framework towards understanding the experiences of disabled people in society today. The significance of competing priorities of, on the one hand legislators, policymakers and higher education providers, against, on the other hand the often excluded voice of disabled people, is considered in terms of legislative change, policy processes and provision implemented. Karen Beauchamp-Pryor addresses the absence of research examining the situation of disabled students in Wales and identifies the tensions which exist due to devolved political and policymaking power. Part one concludes by providing a detailed statistical analysis of the representation of disabled students in higher education. Part two, The case study university , explores an institutional response to disability policy and provision, academic departmental approaches and student experience. In the case study disability was perceived not as a matter of equal rights but as a welfare problem requiring measures of care, concern and compensation. Consequently, disabled students lacked power, which was reflected in restricted choice, lack of control and non-involvement. Part three, An equality and inclusive framework , responds to the question of how a model of equality and inclusion can be advanced within institutions. The author urges for an innovative active process of deliberation and discussion within universities of those factors which promote equality and the feeling of inclusion for disabled students: a process whereby wider views and experiences are embraced amongst staff and students.
588 _aDescription based on print version record.
650 0 _aCollege students with disabilities.
650 0 _aEducation, Higher.
776 0 8 _iPrint version:
_tDisabled Students in Welsh Higher Education: A Framework for Equality and Inclusion,
_dLeiden Boston : Brill | Sense, 2013
_w9789462093430
830 0 _aStudies in Inclusive Education ;
_v21.
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1007/978-94-6209-344-7
999 _c49183
_d49183