Access to Higher Education for People with Disabilities

2017 ◽  
pp. 70-87
Author(s):  
Luanjiao Hu ◽  
Jing Lin
Keyword(s):  
Higher Education ◽  
Educational Attainment ◽  
People With Disabilities ◽  
Chinese Higher Education ◽  
Access To Higher Education ◽  
Educational Legislation ◽  
Cultural Traditions ◽  
Access Issue

This chapter focuses on a series of related questions centered on access issue for people with disabilities in Chinese higher education: what is the representation for people with disabilities in Chinese higher education? What factors contribute to the impediment of access for higher education for people with disabilities? What educational legislation exist that provide educational guidelines for people with disabilities? What cultural traditions underlie the lack of educational attainment for people with disabilities in China?

Access to Higher Education for People with Disabilities

2020 ◽  
pp. 197-214
Author(s):  
Luanjiao Hu ◽  
Jing Lin
Keyword(s):  
Higher Education ◽  
Educational Attainment ◽  
People With Disabilities ◽  
Chinese Higher Education ◽  
Access To Higher Education ◽  
Educational Legislation ◽  
Cultural Traditions ◽  
Access Issue

This chapter focuses on a series of related questions centered on access issue for people with disabilities in Chinese higher education: what is the representation for people with disabilities in Chinese higher education? What factors contribute to the impediment of access for higher education for people with disabilities? What educational legislation exist that provide educational guidelines for people with disabilities? What cultural traditions underlie the lack of educational attainment for people with disabilities in China?

The Need for Separating University Management and Administration from Service Delivery

2016 ◽  
pp. 365-382
Author(s):  
Jonathan Bishop
Keyword(s):  
Higher Education ◽  
People With Disabilities ◽  
University Education ◽  
Access To Higher Education ◽  
University Management ◽  
Teaching And Research ◽  
The Public ◽  
Best Value ◽  
Economic Climate ◽  
Energy Companies

This chapter looks at how suitable the current equality policies of Wales's universities are to compete in the current economic climate and the changes needed to deliver best value to people with disabilities and all other taxpayers. The chapter makes the finding that universities are too bloated, by carrying out functions, which in Wales could be better handled by the public sector that is under direct control of the Welsh Government's education minister. This would involve learning from how the telecoms and energy companies work UK wide, so that HEFCfW becomes an infrastructure provider, Estyn would become responsible for ensuring the equality of access to higher education and ensuring the standards of university education. Universities would thus consist mainly of teaching and research staff, optimising how they use the infrastructure to attract the most students to their degrees, which are homogenised. The chapter makes clear, however, that whilst this policy would likely work in Wales, it would be unlikely to in England, perhaps allowing “clear red water” between governments.

Higher Education for Students with Disabilities in India: Insights from a Focus Group Study

2019 ◽  
Vol 6 (2) ◽  
pp. 171-187
Author(s):  
Suja Kurian Kunnath ◽  
Samuel N. Mathew
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Students With Disabilities ◽  
Developing Country ◽  
People With Disabilities ◽  
Vital Role ◽  
Access To Higher Education ◽  
Focus Group Study ◽  
Classroom Accommodations ◽  
Disability Accommodation

Higher education plays a vital role in the employability of people with disability. It promises an independent existence for the person in the society. Understanding this, stakeholders are moving towards an inclusive environment in educational institutions. But the reality is quite alarming in that only a very small number of people with disabilities have access to higher education in developing countries like India. This study conducted through focus group discussions systematically explores the challenges, existing facilities and needed accommodations in a higher education set-up for the benefit of students with disability (SwD). The qualitative study was conducted in six major metropolitan cities across India among adults with disability who had higher education opportunities. Themes such as accessibility, functions in the classroom, accommodations for examinations, communication, social attitude and employment challenges were highlighted as major aspects that needed attention. The results reflect on poor planning, implementation of disability policies, lack of disability sensitization in the society and inadequate availability of resources in a developing country. Reports of support networks provided by friends in colleges, underscored the strength of humanity in the midst of inadequate disability accommodation facilities. Voices of people with disabilities resonates over the lack of available policies and services in a developing country like India.

Social Stratification and Higher Education

1968 ◽  
Vol 38 (2) ◽  
pp. 277-316 ◽  
Author(s):  
Christopher Jencks
Keyword(s):  
Higher Education ◽  
Middle Class ◽  
Educational Attainment ◽  
Social Stratification ◽  
Occupational Status ◽  
Decisive Role ◽  
The Other ◽  
Access To Higher Education ◽  
Class Differences

The effect of educational attainment on adult occupational status is often exaggerated,but higher education is nonetheless an important route to a good job. The middle class have always made disproportionate use of this tool for self-advancement,and the gap is not narrowing. The role of tuition charges and academic tests in maintaining the middle-class advantage is not as great as many suppose; class differences in motivation probably play the decisive role. Even if access to higher education became more equal, however, this would not necessarily make American life more satisfactory. The central problem seems to be inequality, not immobility,and while the two are closely related, measures intended to achieve one may not promote the other.

scholarly journals Increasing access into higher education: Insights from the 2011 African Network on Evidence-to-Action on Disability Symposium – Education Commission

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Marcia Lyner-Cleophas ◽  
Estelle Swart ◽  
Tsitsi Chataika ◽  
Diane Bell
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Students With Disabilities ◽  
People With Disabilities ◽  
Systemic Approach ◽  
Practice Research ◽  
Access To Higher Education ◽  
Education Commission ◽  
Education Of Students

This article provides some insights into the challenges regarding inclusion in higher education of students with disabilities. It does this by elucidating aspects of the proceedings of the Education Commission at the African Network on Evidence-to-Action on Disability (AfriNEAD) Symposium, which took place in Zimbabwe in November 2011. The presentations specifically focused on the education of people with disabilities from early childhood through to higher education. This article, however, is informed by presentations focusing on increasing access to higher education. The article is focused on the implementation of evidence in practice, research and policies stemming from rigorous debate and scientific foundations, whilst taking into account the dynamic realities of the higher education context. Themes such as the systemic approach needed for inclusion to be successful, increasing access and the dynamic role of students with disabilities are highlighted.

The Twisting Road to Access to Higher Education for People with Disabilities in Spain

2021 ◽  
pp. 1-14
Author(s):  
Juan Manuel García González ◽  
Sonia Gutiérrez Gómez-Calcerrada ◽  
Eva Solera Hernández ◽  
Sergio Rios-Aguilar
Keyword(s):  
Higher Education ◽  
People With Disabilities ◽  
Access To Higher Education

Indigenous higher education sector: the evolution of recognised Indigenous Leaders within Australian Universities

2020 ◽  
pp. 1-7 ◽  
Author(s):  
Stacey Kim Coates ◽  
Michelle Trudgett ◽  
Susan Page
Keyword(s):  
Higher Education ◽  
Indigenous Education ◽  
Indigenous Australians ◽  
Access To Higher Education ◽  
Public Schooling ◽  
Indigenous Students ◽  
Early Experiences ◽  
Commonwealth Government ◽  
The 1960S ◽  
Over Time

Abstract There is clear evidence that Indigenous education has changed considerably over time. Indigenous Australians' early experiences of ‘colonialised education’ included missionary schools, segregated and mixed public schooling, total exclusion and ‘modified curriculum’ specifically for Indigenous students which focused on teaching manual labour skills (as opposed to literacy and numeracy skills). The historical inequalities left a legacy of educational disparity between Indigenous and non-Indigenous Australians. Following activist movements in the 1960s, the Commonwealth Government initiated a number of reviews and forged new policy directions with the aim of achieving parity of participation and outcomes in higher education between Indigenous and non-Indigenous Australians. Further reviews in the 1980s through to the new millennium produced recommendations specifically calling for Indigenous Australians to be given equality of access to higher education; for Indigenous Australians to be employed in higher education settings; and to be included in decisions regarding higher education. This paper aims to examine the evolution of Indigenous leaders in higher education from the period when we entered the space through to now. In doing so, it will examine the key documents to explore how the landscape has changed over time, eventually leading to a number of formal reviews, culminating in the Universities Australia 2017–2020 Indigenous Strategy (Universities Australia, 2017).

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