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Challenge Common Specif Specifi Related

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post- campu online particular
compulso s- learnin subjects
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education course contexts
s
People perceive disability as a problem

Negative attitudes and responses from
peers and staff. 
Disbelief that the disabled student has a
disability, particularly those students with
learning disabilities

Many non-disabled students have little


contact with disabled students; this can
lead to disabled students finding it difficult 
to form relationships with their peers
Staff lack awareness or specific knowledge
about their disability and support available 
Lack of guidelines of practice regarding the
provision of support for disabled students 
Unhelpful attitude of peers and staff and
lecturers' failure to make accommodation
for a student's disability - perhaps through a 
lack of understanding.
Stress and anxiety from dealing with
challenges 
Legislation - students do not have to
declare their disability so institutions only 
anticipate what students' needs may be.
Students have mixed feelings about
declaring their disability - reluctance,
discomfort, bemusement. They may feel 
disadvantaged if they have to disclose their
disability.
Moving away from home to go to university
makes a student's disability 'public' 
Disabled students do not always know what
additional support is available. 
Making the decision to not take additional
support so they can be treated like other
students. They do not want to feel less 
competent. Also students may fear negative
reactions.
Feeling uncomfortable about having
additional support; once they have declared 
a disability faced with the challenge of
Constantly
controlling the timing and setting of their 
disclosure of a disability.
Risk of being stereotyped

After disclosing a disability, students' needs
are not addressed 
Students may tick a box disclosing a
disability, even though they do not consider
it themselves, but feel that others do 
consider them as having a disability eg
epilepsy, asthma, diabetes, arthritis
Disabled students are not always aware of
'labels' eg. Dyslexic students described as 
'students with specific learning difficulties'
Holding books and other itesm eg standard
laboratory equipment 
Physical barriers to students accessing
buildings

Hearing instruction

Safety issues with moving around

Accessing written material

Access issues and technology can hinder
rather than help 
Poor web design - eg images unlabelled are
read simply 'image' on a screen reader. 
Who would find this a Reference
challenge?

Students with any disability Holloway (2001)

Quick et al (2003)
Students with any disability
Primarily students with a learning Hall and Tinklin
disability, rather than, for example (1998); Kowalsky and
students who are visually impaired. Fresco (2002)
Also students with hidden
disabilities eg. Asthma, angina,
diabetes, HIV, cancer,
hypertension, stutter, tuberculosis.
Taylor and Palfreman-
Kay (2000)
Students with any disability

Holloway (2001)
Students with any disability
Holloway (2001)
Students with any disability
Fuller at al (2004)
Students with any disability

Seale (2006)
Students with any disability
Seale (2006)
Students with any disability

Seale (2006)
Students with any disability

Seale (2006)
Students with any disability
Seale (2006)
Students with any disability
Seale (2006)

Students with any disability

Seale (2006)
Students with any disability
Seale (2006)
Students with any disability

Olney and
Students with any disability
Brockelman, 2003,
p.49
Doyle and Robson
Students with any disability
(2002)
students with hidden disabilities eg. Parker (1997)
Asthma, angina, diabetes, HIV,
cancer, hypertension, stutter,
tuberculosis.

Dyslexic students Parker (1997)

students who cannot hold a book Gay and Harrison,


2001
students with a physical disability,
also a mental disability eg. Anxiety
disorder.
Students with hearing impairment Colwell et al, 2002,
p.67
Students with visual impairment Colwell et al, 2002,
p.67
Students with learning difficulties Colwell et al, 2002,
p.67
All students with a disability Seale (2006)

All students with a disability Rowland (2002)