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Developing the understanding and practice of inclusion in higher education for international students with disabilities/additional needs: a whole schooling approach

Supple, Briony; Abgenyega, Joseph

Abstract:
In this paper we present research on inclusion in higher education using a whole schooling philosophy. We seek insight into the perspectives of international students with disabilities/additional needs, three of whom from this particular research group are from non- English speaking backgrounds and attending the same university in Melbourne, Australia. In this paper we used voice relational methodology to analyse these students’ experiences of inclusive practice. These experiences provide the basis for our discussion of fundamental differences among various kinds of inclusive practice and cultures, resulting in a typology including support systems and experiences from staff and disability liaison personnel. In doing so, we aim to inform policy and models for best practice to maximise the educational experiences of international students with disabilities and additional needs, and indeed, of all students. Finally, we discuss the implications of the findings for lecturers, teachers, support staff and policy makers in implementing strategic and successful inclusion for international students with a disability/additional needs in a higher education context.

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Document Title: Developing the understanding and practice of inclusion in higher education for international students with disabilities/additional needs: a whole schooling approach
Journal: INTERNATIONAL JOURNAL OF WHOLE SCHOOLING
Volume: 7
Issue: 2


Document Type:Journal Article (Peer Reviewed)
Subject Area:Contributory Studies and Research Approaches
Country:International
Keywords:Inclusion, Student Development, Student Expectations, Student Experience, Disability in Higher Education, Disability, Disadvantaged Groups


File Size:472 KB
Date Added:13 October 2011


Developing the understanding and practice of inclusion in higher education for international students with disabilities/additional needs: a whole schooling approach