Article2008

Moving towards inclusion? The first‐degree results of students with and without disabilities in higher education in the UK: 1998–2005

32 citations0/0 files storedEuropean Journal of Special Needs Education

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Disability Education and Employment Higher Education Research Studies Inclusion and Disability in Education and Sport

Abstract

Is the currently selective UK higher education (HE) system becoming more inclusive? Between 1998/99 and 2004/05, in relation to talented students with disabilities, has the UK government’s HE policy implementation moved HE towards achieving two of the government’s key HE objectives for 2010? These objectives are: (a) increasing HE participation rates of students with and without disabilities; and (b) maintaining the HE academic standards of students with and without disabilities. The findings reported are based on data drawn from six cohorts of students at UK higher education institutions (HEI) who satisfactorily completed their first degrees between the years 1998/99 and 2004/05. A total of 1 502 658 students were involved. Key variables included: Cohort (N = 6), Gender (N = 2), Disability category (N = 10) and degree classification (N = 5). The patterns of change in numbers and percentages of students successfully completing first degrees across cohorts for all students, with and without disability, are presented. Descriptive statistical analyses of changes in first‐degree academic standards over time are provided. Academic standards are operationally defined as the degree class obtained by students. Particular attention is paid to changes over time in the numbers and percentages of students obtaining the highest level of award – a first‐class honours degree. In summary, in absolute terms, the numbers of both male and female students with and without disabilities successfully completing their first degrees have increased markedly over time. First‐class honours degree standards appear to have been maintained, and possibly improved. Limitations in the nature of key variables in the research are identified. Critical acumen is essential in interpreting the analyses. Important theoretical and applied questions arise. Eight of these questions indicate challenging but promising lines of research and are presented at the end of the paper.

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Cited by

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