Barriers to disabled students in built environment degree programmes.

Farrell, Peter ORCID: 0000-0002-2910-6680 and Middlemass, Rosie (2005) Barriers to disabled students in built environment degree programmes. In: Khosrowshahi, F., (ed.) ARCOM 21st Annual Conference. 21st Annual ARCOM Conference, 2 . Association of Researchers in Construction Management, London, pp. 1313-1322. ISBN 0902896938

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Abstract

From September 2002 the Special Education Needs Disability Act (SENDA, 2001) requires that reasonable adjustments be made in further and higher education so not to place disabled students at a substantial disadvantage. Academics need to consider the impact of SENDA on all aspects of delivery and assessment in the learning process. Some learning outcomes within built environment curricula cannot be achieved by students with certain disabilities. Consequently, such learning outcomes are 'barriers' to disabled students and are likely to deter prospective students from choosing to study this subject area. In addition, disabled students may be unable to graduate or attain Chartered status with construction professional institutions. This research will focus on disabled students with visual, hearing and mobility impairments (VHMI). Detailed examination is undertaken of built environment undergraduate curricula from four UK universities to identify barriers. Compliance with the curriculum consequences of SENDA in the UK needs to be improved. Built environment departments need to audit their provision, and make necessary adjustments.

Item Type: Book Section
Additional Information: This paper was given at the ARCOM 21st Annual Conference, September 5-7, London, 2005 and published in the Conference Proceedings. Edited by Khosrowshahi, F. Vol. 2. SOAS, London. 7-9 Sept. pp. 1313-1322.
Uncontrolled Keywords: curricula, disabled, learning outcomes,S ENDA.
Divisions: School of Engineering > Civil Engineering
Depositing User: Scott Wilson
Date Deposited: 26 Nov 2013 12:50
Last Modified: 01 Mar 2018 16:03
URI: http://ubir.bolton.ac.uk/id/eprint/27

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