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A framework for the equality and inclusion of disabled students in higher education. / Karen Beauchamp-Pryor

Swansea University Author: Karen Beauchamp-Pryor

Abstract

Disabled students are accessing higher education in increasing numbers, but this I argue does not necessarily mean that their experiences reflect equality and inclusion. In this study, I address what it means to be included and I determine those factors that are likely to achieve equality and inclus...

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Published: 2007
Institution: Swansea University
Degree level: Doctoral
Degree name: Ph.D
URI: https://cronfa.swan.ac.uk/Record/cronfa42831
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first_indexed 2018-08-02T18:55:39Z
last_indexed 2019-10-21T16:48:32Z
id cronfa42831
recordtype RisThesis
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spelling 2018-08-29T16:07:52.3354051 v2 42831 2018-08-02 A framework for the equality and inclusion of disabled students in higher education. 8299da077f8e92b4f47405eece76c86a NULL Karen Beauchamp-Pryor Karen Beauchamp-Pryor true true 2018-08-02 Disabled students are accessing higher education in increasing numbers, but this I argue does not necessarily mean that their experiences reflect equality and inclusion. In this study, I address what it means to be included and I determine those factors that are likely to achieve equality and inclusion for disabled students, namely: choice, control and consultation.Central to this analysis and understanding is the way in which disability has been and is currently being defined and responded to within legislation, policy and provision, as this is likely to significantly impact on the experiences of disabled people within society. Arguably, where an individual or medical model perspective is dominant, focussing on individual impairment and functional limitation, the response towards disabled people is one based on welfare solutions of care, concern and compensation. Such policies, as evidenced in this study lead to dependency, inequality and a lack of inclusion. Alternatively, where policies stem from a social model perspective, identifying the cause of disability as resulting from attitudinal, environmental and organisational barriers, the response is one based on equality and rights, recognising the importance of choice, control and consultation. Such policies, as proven in this thesis, lead to independency, equality and inclusion.Disabled people have historically lacked power to challenge dominant perceptions and values within legislation, policy and provision and, consequently, it is argued that this has led to oppressive policies and practices resulting in inequality and exclusion. Evidence gathered from analysis of national and Welsh policy, together with comprehensive analysis based on an in-depth study of one university in Wales, provided conclusive data on how these inequalities arise and, more importantly, how these inequalities can be challenged.The findings from this study provide an evidenced-based explanation as to how equality and inclusion for disabled students can be secured. E-Thesis Students with disabilities, higher education 31 12 2007 2007-12-31 COLLEGE NANME Public Health and Policy Studies COLLEGE CODE Swansea University Doctoral Ph.D 2018-08-29T16:07:52.3354051 2018-08-02T16:24:30.5857971 Faculty of Medicine, Health and Life Sciences School of Health and Social Care - Public Health Karen Beauchamp-Pryor NULL 1 0042831-02082018162525.pdf 10821221.pdf 2018-08-02T16:25:25.3100000 Output 15321105 application/pdf E-Thesis true 2018-08-02T16:25:25.3100000 false
title A framework for the equality and inclusion of disabled students in higher education.
spellingShingle A framework for the equality and inclusion of disabled students in higher education.
Karen Beauchamp-Pryor
title_short A framework for the equality and inclusion of disabled students in higher education.
title_full A framework for the equality and inclusion of disabled students in higher education.
title_fullStr A framework for the equality and inclusion of disabled students in higher education.
title_full_unstemmed A framework for the equality and inclusion of disabled students in higher education.
title_sort A framework for the equality and inclusion of disabled students in higher education.
author_id_str_mv 8299da077f8e92b4f47405eece76c86a
author_id_fullname_str_mv 8299da077f8e92b4f47405eece76c86a_***_Karen Beauchamp-Pryor
author Karen Beauchamp-Pryor
author2 Karen Beauchamp-Pryor
format E-Thesis
publishDate 2007
institution Swansea University
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Health and Social Care - Public Health{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Health and Social Care - Public Health
document_store_str 1
active_str 0
description Disabled students are accessing higher education in increasing numbers, but this I argue does not necessarily mean that their experiences reflect equality and inclusion. In this study, I address what it means to be included and I determine those factors that are likely to achieve equality and inclusion for disabled students, namely: choice, control and consultation.Central to this analysis and understanding is the way in which disability has been and is currently being defined and responded to within legislation, policy and provision, as this is likely to significantly impact on the experiences of disabled people within society. Arguably, where an individual or medical model perspective is dominant, focussing on individual impairment and functional limitation, the response towards disabled people is one based on welfare solutions of care, concern and compensation. Such policies, as evidenced in this study lead to dependency, inequality and a lack of inclusion. Alternatively, where policies stem from a social model perspective, identifying the cause of disability as resulting from attitudinal, environmental and organisational barriers, the response is one based on equality and rights, recognising the importance of choice, control and consultation. Such policies, as proven in this thesis, lead to independency, equality and inclusion.Disabled people have historically lacked power to challenge dominant perceptions and values within legislation, policy and provision and, consequently, it is argued that this has led to oppressive policies and practices resulting in inequality and exclusion. Evidence gathered from analysis of national and Welsh policy, together with comprehensive analysis based on an in-depth study of one university in Wales, provided conclusive data on how these inequalities arise and, more importantly, how these inequalities can be challenged.The findings from this study provide an evidenced-based explanation as to how equality and inclusion for disabled students can be secured.
published_date 2007-12-31T03:53:44Z
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score 11.013686

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