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Disability disclosure: categorical and cultural difficulties HETL Scotland 2017

Disability disclosure: categorical and cultural difficulties HETL Scotland 2017 PurposeThe purpose of this paper is to analyze a group of disabled students’ views and feelings on disclosing the nature of their impairments by applying via Universities and Colleges Admissions Service (UCAS, 2016), using a numerical coding system. The adequacy of “disability” categories on both university and UCAS forms, and related sensitive issues will be central to this paper.Design/methodology/approachThus, the author will visit the debates surrounding the two contrasting models of “disability”, namely, the individual medical and the social model of “disability”. The associated advantages and disadvantages that are ensued will be examined.FindingsThis paper will conclude by offering inclusive solutions to disclosure, which are sensitive to both impairment and cultural-related issues and encourage disclosure from students with a wide range of impairments. The benefits of all-encompassing inclusive practice and the resulting wider implications for the student population at large will, therefore, be highlighted.Originality/valueThere is an acute shortage of similar kinds of research conducted on disabled international students’ experiences of disclosure, which make the current work timely and original. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Higher Education Emerald Publishing

Disability disclosure: categorical and cultural difficulties HETL Scotland 2017

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2050-7003
DOI
10.1108/JARHE-04-2017-0051
Publisher site
See Article on Publisher Site

Abstract

PurposeThe purpose of this paper is to analyze a group of disabled students’ views and feelings on disclosing the nature of their impairments by applying via Universities and Colleges Admissions Service (UCAS, 2016), using a numerical coding system. The adequacy of “disability” categories on both university and UCAS forms, and related sensitive issues will be central to this paper.Design/methodology/approachThus, the author will visit the debates surrounding the two contrasting models of “disability”, namely, the individual medical and the social model of “disability”. The associated advantages and disadvantages that are ensued will be examined.FindingsThis paper will conclude by offering inclusive solutions to disclosure, which are sensitive to both impairment and cultural-related issues and encourage disclosure from students with a wide range of impairments. The benefits of all-encompassing inclusive practice and the resulting wider implications for the student population at large will, therefore, be highlighted.Originality/valueThere is an acute shortage of similar kinds of research conducted on disabled international students’ experiences of disclosure, which make the current work timely and original.

Journal

Journal of Applied Research in Higher EducationEmerald Publishing

Published: Apr 9, 2018

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