scholarly journals Legislative provision of access to higher education for the disabled students in European countries.

2011 ◽  
Vol 2 (19) ◽  
Author(s):  
Юлія Юріївна Городецька
Keyword(s):  
Higher Education ◽  
European Countries ◽  
Access To Higher Education ◽  
Disabled Students ◽  
The Disabled

scholarly journals Gender inequality and disabled inclusivity in accounting higher education and the accounting profession during financial crises

2017 ◽  
Vol 31 (5) ◽  
pp. 335-347 ◽  
Author(s):  
Suman Lodh ◽  
Monomita Nandy
Keyword(s):  
Higher Education ◽  
Financial Crisis ◽  
Gender Inequality ◽  
Financial Crises ◽  
Wage Gap ◽  
Accounting Profession ◽  
Disabled Students ◽  
Accounting Professionals ◽  
The Disabled ◽  
And Gender

In this article, the authors find that, during financial crises, the wage gap between female and male accounting professionals declines and gender inequality in higher education is affected. In addition, less support and lower wages for disabled accounting professionals demotivate disabled students in accounting higher education. Because of budget cuts during financial crises, universities limit their support to women and the disabled. The authors consider 104 universities from the database of the United Kingdom’s Higher Education Statistics Agency for 2005–2011. Their theoretical and empirical findings establish that there was a growth in female students and a decline in disabled accounting students during the recent financial crisis. The established link between the higher education and the accounting profession enriches the accounting literature and may help policymakers to identifying better ways of enhancing equality and the inclusion of disabled students in accounting higher education to address inequality and non-inclusivity in the profession, especially during periods of financial crisis.

scholarly journals Contemporary Social Theory as a Tool to Understand the Experiences of Disabled Students in Higher Education

2018 ◽  
Vol 6 (4) ◽  
pp. 107-115
Author(s):  
Jonathan Harvey
Keyword(s):  
Higher Education ◽  
Social Theory ◽  
Jacques Derrida ◽  
Disabled People ◽  
Deleuze And Guattari ◽  
Disabled Students ◽  
Making Sense ◽  
The Everyday ◽  
The Disabled ◽  
Contemporary Social Theory

This is a conceptual article which seeks to consider the use of contemporary social theory to help understand the experience of disabled students in higher education. The use of social theoretical insights has been criticised by many as demonstrating a lack of engagement with the everyday experiences of disabled people. Work which strives to embed theoretical insights into the study of disability has also been criticised for lacking engagement with the ‘reality’ of impairment. In this article I intend to address some of these criticisms by suggesting some ways in which the use of contemporary social theory may provide an explanatory tool which disentangles confusion regarding the journey undertaken by the disabled student. I will discuss how the writings of several social theorists may be helpful in making sense of disabled student journeys. I will begin by discussing why the work of Jacques Derrida can be useful in this regard. These writings will be considered alongside a debate which draws on the writings of Michel Foucault on the use of power in contemporary higher education institutions. I will critically discuss the theoretical insights of Deleuze and Guattari and their offerings on the notion of ‘becoming’. I will then critically interrogate the work of Rosi Braidotti and apply these to a re-imagining of the disabled student journey. The writings of these important theorists have been used before to explore the experiences of disabled people. However, this article is unique in that it proposes that these writings can be used to demystify the experiences of disabled students in higher education. I suggest some ways the work of Derrida, Foucault, Deleuze and Guattari and Braidotti enable a greater understanding of my personal student journey. I suggest that they could be used to make sense of a far wider range of student journeys. I conclude the article by offering a model which utilises some important aspects of these theoretical insights.

scholarly journals Roadblock on the Way of Disabled Students in the Higher Education

2021 ◽  
Vol 9 (2) ◽  
pp. 97-102
Author(s):  
Aditi Pandey
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Institution ◽  
Educational Institutions ◽  
Equal Rights ◽  
Disabled Students ◽  
Persons With Disabilities ◽  
Locomotor Disability ◽  
Legal Provisions ◽  
The Disabled

The development of any nation depends on its citizens. Every citizen has their contribution to the development of a nation even the disabled person. They also have an equal rights to get a higher education. Higher education increases the chance of employability, thus, affirming dignified life for persons with disabilities. As per Census 2011, in India, out of the 121 Cr population, about 2.68 Cr persons are ‘disabled’ which is 2.21% of the total population. But it has been seen that very few of these people reach higher education. According to census 2011, 61% of the disabled children aged 5-19 years are attending an educational institution, 12% attended educational institutions earlier while 27% never attended educational institutions. That makes the author think and ask about how our higher education institutions are accessible for disabled students. How inclusive are our higher education institutions? In the light of the above-mentioned problems the present paper has discussed the education of children with special needs in higher education specifically with respect to visual impairment, hearing impairement, locomotor disability, and speech-related impairment. The discussion starts with what all kind of legal provisions and reservations which are there for them in higher education and how many are utilized and used by them. What all things are there in the new education policy for them specifically in higher education, whether their needs have been realized in detail or it has been just touched superficially and at the end, few suggestions related to all these issues have been discussed.

Designing Personalised Learning Resources for Disabled Students Using an Ontology-Driven Community of Agents

2013 ◽  
pp. 81-102 ◽  
Author(s):  
Julius T. Nganji ◽  
Mike Brayshaw
Keyword(s):  
Higher Education ◽  
Semantic Web ◽  
New Technologies ◽  
Learning Resources ◽  
Disabled Students ◽  
Personalised Learning ◽  
Development Methodology ◽  
The Disabled ◽  
Adaptive Technologies ◽  
Visual Interface

The exploration of social artifacts for the disabled is an important and timely issue. The affordances of new technologies like the Semantic Web allow more intelligent handling of educational learning resources that open up the potential of personalisation of services to individuals. Contemporary legislation calls for “reasonable adjustments” and “reasonable accommodation” to be made to services in order to accommodate the needs of disabled people. Here, the authors examine, from a design perspective, how this might be done in the context of higher education. Specifically, they advocate a design based upon an ontology-based personalisation of learning resources to deliver to students’ real needs. To this end, so far little effort has been directed towards disabled students in higher education. The authors note some of the problems and issues with online assistive/adaptive technologies and propose a methodological fix. Here, they propose an ontology-based methodology for a Semantic Web community of agents that personalises learning resources to disabled students in higher education, specifically highlighting a disability-aware Semantic Web agency development methodology. The authors also present the results of usability evaluation of the implemented visual interface with some disabled and non-disabled students.

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