Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/116171
Title: Aspirations and accommodations for students with disability to equitably access higher education : a systematic scoping review
Authors: Bartolo, Paul A.
Borg, Michelle
Callus, Anne-Marie
De Gaetano, Alistair
Mangiafico, Marchita
Mazzacano D’Amato, Edward
Sammut, Carmen
Vella Vidal, Ramona
Vincent, Jonathan
Keywords: Disabilities -- Study and teaching (Higher)
Mental health -- Study and teaching
Education, Higher -- Case studies
Inclusive education -- Case studies
Equity -- Cases
Issue Date: 2023
Publisher: Frontiers Research Foundation
Citation: Bartolo, P. A., Borg, M., Callus, A. M., De Gaetano, A., Mangiafico, M., Mazzacano D’Amato, E.,...Vincent, J. (2023). Aspirations and accommodations for students with disability to equitably access higher education: A systematic scoping review. Frontiers in Education, 8, 1218120.
Abstract: Introduction: Several international conventions have recognized the importance of equal access to higher education on the basis of ‘capacity’. However, inequalities persist for various groups. This paper presents a systematic scoping review of studies on the aspirations and access needs of students with disability, medical and mental health conditions to equitably participate in tertiary education. Methods: A search of ERIC, PsycINFO and Web of Science databases identified 133 relevant research articles from across the world covering the experiences of students with all types of disability. These were subjected to thematic analysis. Results: Three main themes were identified. Firstly, the findings showed that a crucial component of the student higher education experience was the development of their own self-identity, addressing stigma and enhancing self-advocacy skills, autonomy, and career prospects. Secondly, the studies described how students struggled for full membership in the university community, calling for a transformation of university physical, social and teaching environments for them to access and participate in academic and social activities. Thirdly, the analysis showed that students valued individual accommodations in both coursework and assessment. Discussion: These findings constitute a newly comprehensive framework for inclusive tertiary education systems and individual accommodations which is grounded in empirical research from a wide variety of contexts. This can serve higher education institutions to develop policy and procedures to ensure equitable participation of students with disability.
URI: https://www.um.edu.mt/library/oar/handle/123456789/116171
Appears in Collections:Scholarly Works - FacSoWPsy



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