Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 28/6/2018, available online: https://www.tandfonline.com/doi/full/10.1080/13562517.2018.1491838
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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Implementing disability policy in teaching and learning contexts
T2 - shop floor constructivism or street level bureaucracy?
AU - Wray, Mike
AU - Houghton, Ann-Marie
N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 28/6/2018, available online: https://www.tandfonline.com/doi/full/10.1080/13562517.2018.1491838
PY - 2019/5/19
Y1 - 2019/5/19
N2 - Since 1995 the UK higher education sector has been required to implement national disability related legislation. This paper reports on a study which explored the role that policies play ininfluencing how staff support disabled students. In particular the extent to which staff in HE behave in similar ways to those described as street level bureaucrats by (Lipsky, M. 1980. Street-Level Bureaucracy: Dilemmas of the Individual in Public Services. New York: Russell Sage Foundation). Semi-structured interviews undertaken with 34 staff in the case study university provided the substantive data. Although there was little evidence to show that policy had a direct influence on practice, it was clear that staff made considerable efforts to support disabled learners and these efforts were based on values associated with providing an equitable experience for all students. Additionally, staff were able to exercise discretion in the way they responded to disabledstudents and constructed responses to policies without significant influence from institutional managers, national legislation or broader policy discourse.
AB - Since 1995 the UK higher education sector has been required to implement national disability related legislation. This paper reports on a study which explored the role that policies play ininfluencing how staff support disabled students. In particular the extent to which staff in HE behave in similar ways to those described as street level bureaucrats by (Lipsky, M. 1980. Street-Level Bureaucracy: Dilemmas of the Individual in Public Services. New York: Russell Sage Foundation). Semi-structured interviews undertaken with 34 staff in the case study university provided the substantive data. Although there was little evidence to show that policy had a direct influence on practice, it was clear that staff made considerable efforts to support disabled learners and these efforts were based on values associated with providing an equitable experience for all students. Additionally, staff were able to exercise discretion in the way they responded to disabledstudents and constructed responses to policies without significant influence from institutional managers, national legislation or broader policy discourse.
KW - Inclusion
KW - implementation
KW - Disabled Students
KW - Policy
KW - street level bureaucracy
U2 - 10.1080/13562517.2018.1491838
DO - 10.1080/13562517.2018.1491838
M3 - Journal article
VL - 24
SP - 510
EP - 526
JO - Teaching in Higher Education
JF - Teaching in Higher Education
SN - 1356-2517
IS - 4
ER -