Policies and Practice to Support Students with Disabilities

Dear Colleagues, 

The inclusion, or lack thereof, of students with disabilities in higher education has been extensively discussed by politicians, educators, and researchers over the last 20 years. Regardless, many disabled students receive insufficient support from public authorities/educational institutions, which have struggled to create inclusive learning environments for the growing student population. While physical barriers to learning are part of the problem, it is often social, attitudinal, and organizational barriers created by actors and policies within these environments that hinder inclusion in higher education. Not all disabilities are visible, meaning that some students’ struggles may go undetected. Further, mental health problems and neuropsychiatric disorders are becoming increasingly prevalent in students, warranting immediate implementation of inclusive practices and support systems.

This Special Issue will address how policies and practices promote, or hinder, the support and inclusion of disabled students in higher education. Greater emphasis should be placed on how external factors such as socio-political concerns and ableist attitudes influence these students’ daily activities. Diversity and equality require a greater research focus. Rather than investigating individual challenges faced by disabled students, we ought to critically investigate and challenge the systematic barriers to inclusion that exist on a broader level.  We need more focus on human rights, related to the Convention on the Rights of Persons with Disabilities, in which “disability results from the interaction between persons with impairments and attitudinal and environmental barriers that hinder their full and effective participation in society on an equal basis with others” (United Nations, 2006, p.1).  Emphasizing inclusive higher education can create new knowledge that may promote economic, social, and political participation for disabled people, as well as offering a relevant labour supply for nations.   

We are seeking submissions that address this need for inclusive education and present a wide range of perspectives about the policies and practices required to support students with disabilities. Both qualitative and quantitative studies are welcome. 

Reference

(United Nations 2006) Convention on the Rights of Persons with Disabilities, United Nations, 2006, p.1. Website: https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/preamble.html.

Dr. Aud Elisabeth Witsø
Dr. Odd Morten Mjøen
Dr. Gemma Goodall
Dr. Eli Langørgen
Dr. Sissel Horghagen
Dr. Lisbeth Kvam
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• students with disabilities
• higher education
• adaptation
• accommodation
• inclusion