Abstract
This study identified the barriers and enablers experienced by students with disabilities to access and participation in university environments in two different countries—India and Australia. It further provided insights into some effective strategies that can facilitate the full inclusion of such students in university settings. Semi-structured open-ended student interviews were the method of data collection. The participants were 16 first- to third-year university students in India and Australia who were diagnosed with visual, hearing, or physical impairment. These findings have implications for stakeholders for policy and practice level planning in inclusion for students with disabilities in university settings.
| Original language | English |
|---|---|
| Title of host publication | Inclusion, equity and access for individuals with disabilities |
| Subtitle of host publication | insights from educators across world |
| Editors | Santoshi Halder, Vassilios Argyropoulos |
| Place of Publication | Singapore |
| Publisher | Palgrave Macmillan |
| Chapter | 26 |
| Pages | 525-553 |
| Number of pages | 29 |
| ISBN (Electronic) | 9789811359620 |
| ISBN (Print) | 9789811359613 |
| DOIs | |
| Publication status | Published - 2019 |
| Externally published | Yes |
Keywords
- barriers
- enablers
- students with disabilities
- full inclusion
- university settings