What is it about?
Disabled students are among those more likely to withdraw from university and have lower degree outcomes (Office for Students, 2022). They face barriers particularly relating to stigma, disclosure, and social inclusion, rooted in historical misrepresentations of disability remaining intact in contemporary society. This article. further investigates one such potential barrier impacting disabled students’ higher education experiences: lecturers’ attitudes toward disability and inclusion of disabled higher education students.
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Why is it important?
Evaluating lecturers’ attitudes is essential to inform higher education policy and practice and subsequently improve the satisfaction, retention, and outcomes of disabled students.
Perspectives
As they read the article, I hope readers reflect on their attitudes and approach to disability inclusion. For me, honest reflection is key to improving higher education policy and practice. I believe the article’s recommendations for research aligned with disabled students’ lived experience and for staff training on disability awareness and anti-ableist pedagogies plus the allocation of time and resources will positively impact disabled higher education students.
Ms Anne Shaw
University of Bolton
Read the Original
This page is a summary of: Inclusion of higher education disabled students: a Q-methodology study of lecturers’ attitudes, Teaching in Higher Education, November 2023, Taylor & Francis,
DOI: 10.1080/13562517.2023.2280266.
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