The discourse of disability in higher education: Insights from a health and social care perspective
Lynn Clouder, Arinola Adefila, Centre for Excellence in Learning Enhancement, United Kingdom ; Caroline Jackson, School of Psychological, United Kingdom ; Joanne Opie, School of Nursing, Midwifery and Health, United Kingdom ; Sonna Odedra, School of Psychological, United Kingdom
International Journal of Educational Research Volume 79, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd
This article considers perspectives on student disability in the context of health and social care disciplines in higher education. The first phase of the research, which adopted an appreciative inquiry approach, involved interviews with students and educators from fifteen health and social care professions across the United Kingdom (UK). Findings were used by the Health Care Professions Council (HCPC) to redraft guidance for potential applicants.The second phase of the research involved analysis of the discourse underpinning the new guidance, which was compared with responses to its publicly open review. Analysis revealed that despite an affirmative stance adopted by the HCPC, the principle of inclusivity for people with a disability remains far from universally and unconditionally accepted.
Clouder, L., Adefila, A., Jackson, C., Opie, J. & Odedra, S. (2016). The discourse of disability in higher education: Insights from a health and social care perspective. International Journal of Educational Research, 79(1), 10-20. Elsevier Ltd. Retrieved June 9, 2023 from https://www.learntechlib.org/p/203618/.
This record was imported from International Journal of Educational Research on March 1, 2019. International Journal of Educational Research is a publication of Elsevier.Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2016.05.015