Developing an autonomous-support culture in higher education for disabled students

Area of Science:

• Higher Education Studies
• Disability Studies
• Educational Psychology

Background:

• Inclusive practices have increased disabled student participation in Higher Education.
• Current support services are often intermittent, atomistic, and lack continuity, especially during offsite placements.
• University opt-in support models can disempower students through labeling and deter disclosure of disabilities.

Purpose of the Study:

• To propose a framework for developing more effective and student-centered support systems for disabled students in Higher Education.
• To explore the application of Self Determination Theory in enhancing support for disabled learners.
• To address the systemic problem of poor continuity of support for students with disabilities.

Main Methods:

• Theoretical argument based on Self Determination Theory.
• Analysis of current support structures in UK Higher Education institutions.
• Discussion of how autonomy, agency, and capabilities can be fostered.

Main Results:

• Self Determination Theory can guide the creation of bespoke support models.
• Empowering students with autonomy and agency can improve their ability to seek timely support.
• A student-centered approach is crucial for effective support in Higher Education.

Conclusions:

• Higher Education institutions can leverage Self Determination Theory to improve support for disabled students.
• Bespoke, student-centered support enhances disabled students' autonomy and capability.
• This approach encourages students to take ownership of their learning and support needs.