Zorec, Klavdija and Desmond, Deirdre and Boland, Trevor and McNicholl, Aoife and O’Connor, Anne and Stafford, Gillian and Gallagher, Pamela (2024) A whole-campus approach to technology and inclusion of students with disabilities in higher education in Ireland. Disability & Society, 39 (5). pp. 1147-1172. ISSN 0968-7599

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Abstract

The increasing demand for equitable higher education necessitates changes in how to consider and develop inclusive university settings. Using a systems-thinking lens, this article examines the whole-campus approach to technology and inclusion of college students with disabilities in Ireland. In-depth interviews with students with disabilities and other stakeholders representing higher education, non-profit organizations, and government bodies uncovered critical areas and dynamics for understanding and building institution-wide capacity for overcoming barriers to technology and access, and creating a systemic culture of inclusion in higher education. Five themes were identified: equity of technology-based access; shared responsibility and accountability; staff knowledge development; institutional commitment and management; and student partnership. The study indicated that embedding guidance, recognition and expectations for universal design, technology-inclusive practice, and meaningful input of students with disabilities across all areas of university life would help to cultivate more equitable higher education for all.

Item Type:	Article
Keywords:	Disability; technology; inclusion; higher education; whole-campus approach; universal design;
Academic Unit:	Assisting Living & Learning,ALL institute Faculty of Science and Engineering > Psychology Faculty of Science and Engineering > Research Institutes > Human Health Institute
Item ID:	18668
Identification Number:	https://doi.org/10.1080/09687599.2022.2114885
Depositing User:	Dr. Deirdre Desmond
Date Deposited:	18 Jun 2024 15:17
Journal or Publication Title:	Disability & Society
Publisher:	Taylor & Francis
Refereed:	Yes
URI:	Publisher
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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