ERIC Number: EJ1011448
Record Type: Journal
Publication Date: 2013-Jan
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1471-3802
EISSN: N/A
Available Date: N/A
Dyslexia in Higher Education: Creating a Fully Inclusive Institution
Mortimore, Tilly
Journal of Research in Special Educational Needs, v13 n1 p38-47 Jan 2013
Disability legislation demands inclusive institutional policy and practice to meet the needs of the growing numbers of students disclosing specific
learning difficulties (SpLD)/dyslexia. However, surveys of provision indicate mixed levels of student satisfaction. Institutions need to be able to monitor
the extent to which their practice embodies their inclusive mission statements. Fuller, Healey, Bradley and Hall developed a stage model of
progress towards the fully inclusive institution which suggests that departments or individuals can remain at different stages, delaying transformation of the whole system. This case study, conducted within a small university, used documentation, interviews, questionnaires and focus groups to explore attitudes and practices at each level of the institution
to establish the extent to which Fuller's model might enable identification and elimination of "disablist institutional practice" and the development of
the fully inclusive ethos. Policy, management, lecturers and students were
surveyed to explore attitudes and practices relevant to SpLD/dyslexia. Findings indicated that Fuller's model provided a clear and practical way of charting the institution's journey towards full inclusivity. Participants demonstrated the existence of examples of inclusive culture at all levels in University X, alongside a need for strengthened and clarified systems cementing links between management policy and the work of facilitators and lecturers. Inconsistencies in the systems connecting the levels potentially allow disablist practices to survive. Hence, identifying these gaps can facilitate their closure and promote the establishment of the fully inclusive institution. (Contains 2 tables.)
Descriptors: Dyslexia, College Students, Inclusion, Higher Education, School Policy, Case Studies, Interviews, Questionnaires, Focus Groups, Disability Discrimination, Equal Education, Teacher Attitudes, Student Attitudes, Administrator Attitudes, Foreign Countries, Access to Education, Semi Structured Interviews, Role, Student Experience
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A
Author Affiliations: N/A