The discourse of disability in higher education: Insights from a health and social care perspective

Deanne Lynn Clouder, Arinola Adefila, Caroline Jackson, Joanne Opie, Sonna Odedra

Research output: Contribution to journalArticle

7 Citations (Scopus)
136 Downloads (Pure)

Abstract

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.
Original languageEnglish
Pages (from-to)10-20
Number of pages11
JournalInternational Journal of Educational Research
Volume79
Early online date6 Jul 2016
DOIs
Publication statusPublished - 2016

Fingerprint

health care profession
disability
discourse
health
applicant
education
student
profession
educator
interview

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

@article{8d41fd69a9954592827a2a3ac966283e,
title = "The discourse of disability in higher education: Insights from a health and social care perspective",
abstract = "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.",
keywords = "Students with disabilities, Health and social care, Discourse analysis, Appreciative inquiry",
author = "Clouder, {Deanne Lynn} and Arinola Adefila and Caroline Jackson and Joanne Opie and Sonna Odedra",
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 {\circledC} 2016, Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/",
year = "2016",
doi = "10.1016/j.ijer.2016.05.015",
language = "English",
volume = "79",
pages = "10--20",
journal = "International Journal of Educational Research",
issn = "0883-0355",
publisher = "Elsevier",

}

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 -