Developing an Autonomous-Support Culture in Higher Education for Disabled Students

Arinola Adefila; Christine Broughan; Diane Phimister; Joanne Opie

doi:10.1016/j.dhjo.2020.100890

Developing an Autonomous-Support Culture in Higher Education for Disabled Students

Arinola Adefila
, Christine Broughan
, Diane Phimister
, Joanne Opie

Research output: Contribution to journal › Article › peer-review

17 Citations (Scopus)

471 Downloads (Pure)

Abstract

Inclusive practices have enhanced opportunities for many disabled people to engage in Higher Education; however, although support services that are central to success are increasing they are still intermittent and atomistic. Poor continuity of support is a systemic problem, particularly for students who engage in offsite placements where organisational structures do not adopt a student-centred approach. UK Universities require students to opt-into programmes of support that may necessitate rigorous paper work and labelling processes that may disempower students. Such models of support deter students from disclosing a disability and accessing relevant resources and support in a timely manner. This paper argues that using Self Determination Theory, HE Institutions can develop bespoke models of support, which will enable disabled students to utilize their autonomy agency and capabilities. This approach provides students with the requisite tools needed to take responsibility for their own learning and seek appropriate and timely support when needed.

Original language	English
Article number	100890
Number of pages	6
Journal	Disability and Health Journal
Volume	13
Issue number	3
Early online date	3 Feb 2020
DOIs	https://doi.org/10.1016/j.dhjo.2020.100890
Publication status	Published - Jul 2020

Bibliographical note

NOTICE: this is the author’s version of a work that was accepted for publication in Disability and Health Journal. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Disability and Health Journal, 13:3, (2020)
DOI: 10.1016/j.dhjo.2020.100890

© 2020, Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/

Funder

The Intervention for Success Project which informed this piece was funded by the Office for Students (OfS), Part of the Catalyst funding scheme (2017–2019). Coventry University was part of a Consortium led by Huddersfield University, including The University of Lincoln and Manchester Metropolitan University

Funding

The Intervention for Success Project which informed this piece was funded by the Office for Students (OfS), Part of the Catalyst funding scheme (2017–2019). Coventry University was part of a Consortium led by Huddersfield University, including The University of Lincoln and Manchester Metropolitan University

Funders	Funder number
Office for Students
National Institute of Child Health and Human Development	P2CHD042849

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being

Keywords

Autonomy
Disabled students
Higher education
Self determination theory
Support culture

ASJC Scopus subject areas

Public Health, Environmental and Occupational Health

Access to Document

10.1016/j.dhjo.2020.100890

Post-PrintAccepted author manuscript, 341 KBLicence: CC BY-NC-ND

Cite this

@article{75438758da0142c4a8aabdbc1b77993b,

title = "Developing an Autonomous-Support Culture in Higher Education for Disabled Students",

abstract = "Inclusive practices have enhanced opportunities for many disabled people to engage in Higher Education; however, although support services that are central to success are increasing they are still intermittent and atomistic. Poor continuity of support is a systemic problem, particularly for students who engage in offsite placements where organisational structures do not adopt a student-centred approach. UK Universities require students to opt-into programmes of support that may necessitate rigorous paper work and labelling processes that may disempower students. Such models of support deter students from disclosing a disability and accessing relevant resources and support in a timely manner. This paper argues that using Self Determination Theory, HE Institutions can develop bespoke models of support, which will enable disabled students to utilize their autonomy agency and capabilities. This approach provides students with the requisite tools needed to take responsibility for their own learning and seek appropriate and timely support when needed.",

keywords = "Autonomy, Disabled students, Higher education, Self determination theory, Support culture",

author = "Arinola Adefila and Christine Broughan and Diane Phimister and Joanne Opie",

note = "NOTICE: this is the author{\textquoteright}s version of a work that was accepted for publication in Disability and Health Journal. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Disability and Health Journal, 13:3, (2020) DOI: 10.1016/j.dhjo.2020.100890 {\textcopyright} 2020, Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ ",

year = "2020",

month = jul,

doi = "10.1016/j.dhjo.2020.100890",

language = "English",

volume = "13",

journal = "Disability and Health Journal ",

issn = "1936-6574",

publisher = "Elsevier",

number = "3",

}

TY - JOUR

T1 - Developing an Autonomous-Support Culture in Higher Education for Disabled Students

AU - Adefila, Arinola

AU - Broughan, Christine

AU - Phimister, Diane

AU - Opie, Joanne

N1 - NOTICE: this is the author’s version of a work that was accepted for publication in Disability and Health Journal. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Disability and Health Journal, 13:3, (2020) DOI: 10.1016/j.dhjo.2020.100890 © 2020, Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/

PY - 2020/7

Y1 - 2020/7

N2 - Inclusive practices have enhanced opportunities for many disabled people to engage in Higher Education; however, although support services that are central to success are increasing they are still intermittent and atomistic. Poor continuity of support is a systemic problem, particularly for students who engage in offsite placements where organisational structures do not adopt a student-centred approach. UK Universities require students to opt-into programmes of support that may necessitate rigorous paper work and labelling processes that may disempower students. Such models of support deter students from disclosing a disability and accessing relevant resources and support in a timely manner. This paper argues that using Self Determination Theory, HE Institutions can develop bespoke models of support, which will enable disabled students to utilize their autonomy agency and capabilities. This approach provides students with the requisite tools needed to take responsibility for their own learning and seek appropriate and timely support when needed.

AB - Inclusive practices have enhanced opportunities for many disabled people to engage in Higher Education; however, although support services that are central to success are increasing they are still intermittent and atomistic. Poor continuity of support is a systemic problem, particularly for students who engage in offsite placements where organisational structures do not adopt a student-centred approach. UK Universities require students to opt-into programmes of support that may necessitate rigorous paper work and labelling processes that may disempower students. Such models of support deter students from disclosing a disability and accessing relevant resources and support in a timely manner. This paper argues that using Self Determination Theory, HE Institutions can develop bespoke models of support, which will enable disabled students to utilize their autonomy agency and capabilities. This approach provides students with the requisite tools needed to take responsibility for their own learning and seek appropriate and timely support when needed.

KW - Autonomy

KW - Disabled students

KW - Higher education

KW - Self determination theory

KW - Support culture

UR - https://www.scopus.com/pages/publications/85079064942

U2 - 10.1016/j.dhjo.2020.100890

DO - 10.1016/j.dhjo.2020.100890

M3 - Article

SN - 1936-6574

VL - 13

JO - Disability and Health Journal

JF - Disability and Health Journal

IS - 3

M1 - 100890

ER -

Developing an Autonomous-Support Culture in Higher Education for Disabled Students

Abstract

Bibliographical note

Funder

Funding

UN SDGs

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this