Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 10-20 |
| Number of pages | 11 |
| Journal | International Journal of Educational Research |
| Volume | 79 |
| Early online date | 6 Jul 2016 |
| DOIs | |
| Publication status | Published - 2016 |
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Bibliographical note
NOTICE: this is the author’s version of a work that was accepted for publication in International Journal of Educational Research. 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 International Journal of Educational Research, [79, (2016)] DOI: 10.1016/j.ijer.2016.05.015© 2016, Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/
Keywords
- Students with disabilities
- Health and social care
- Discourse analysis
- Appreciative inquiry
Cite this
The discourse of disability in higher education : Insights from a health and social care perspective. / Clouder, Deanne Lynn; Adefila, Arinola; Jackson, Caroline; Opie, Joanne; Odedra, Sonna.
In: International Journal of Educational Research, Vol. 79, 2016, p. 10-20.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - The discourse of disability in higher education
T2 - Insights from a health and social care perspective
AU - Clouder, Deanne Lynn
AU - Adefila, Arinola
AU - Jackson, Caroline
AU - Opie, Joanne
AU - Odedra, Sonna
N1 - NOTICE: this is the author’s version of a work that was accepted for publication in International Journal of Educational Research. 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 International Journal of Educational Research, [79, (2016)] DOI: 10.1016/j.ijer.2016.05.015 © 2016, Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/
PY - 2016
Y1 - 2016
N2 - 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.
AB - 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.
KW - Students with disabilities
KW - Health and social care
KW - Discourse analysis
KW - Appreciative inquiry
U2 - 10.1016/j.ijer.2016.05.015
DO - 10.1016/j.ijer.2016.05.015
M3 - Article
VL - 79
SP - 10
EP - 20
JO - International Journal of Educational Research
JF - International Journal of Educational Research
SN - 0883-0355
ER -