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Inclusion in Norwegian Higher Education: Deaf Students' Experiences with Lecturers
[journal article]
Abstract Nordic research concerning disabled higher education students has suggested that inclusion often simply means placement among non-disabled peers. Individual disabled students are the ones who must bridge the gap between which accommodations are offered and what their felt needs are. The study presen... view more
Nordic research concerning disabled higher education students has suggested that inclusion often simply means placement among non-disabled peers. Individual disabled students are the ones who must bridge the gap between which accommodations are offered and what their felt needs are. The study presented in this article is based on semi-structured qualitative interviews with five deaf Norwegian master's degree students. Teachers' knowledge regarding visually oriented instruction and intercultural communication was central to the students' perceived inclusion. The informants largely saw themselves as responsible for academic inclusion and would make demands for adjustments only when all other options were exhausted. Achieving results was given such priority and demanded so much effort that little energy was left for social activities and interaction with hearing peers. This article discusses the lack of experienced inclusion understood as a collective practice encompassing both academic and social aspects. Deaf students' own experiences are resources for improvement that remain untapped by Norwegian universities.... view less
Keywords
university level of education; student; deafness; inclusion; teaching; disability; intercultural communication; social integration; interaction; Norway
Classification
Social Problems
University Education
Free Keywords
academic inclusion
Document language
English
Publication Year
2018
Page/Pages
p. 158-167
Journal
Social Inclusion, 6 (2018) 4
Issue topic
Students with Disabilities in Higher Education
ISSN
2183-2803
Status
Published Version; peer reviewed