|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|356829||1435411||2016||11 صفحه PDF||سفارش دهید||دانلود رایگان|
• Inclusivity for people with disabilities is far from unconditionally accepted.
• While disability is stigmatised disclosure will continue to be problematic.
• A discourse of ambivalence surrounds students with mental health issues.
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.
Journal: International Journal of Educational Research - Volume 79, 2016, Pages 10–20