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The role of special educational needs co-ordinators in raising disabled students awareness of summer schools in higher education institutions : barriers and bridges.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

The role of special educational needs co-ordinators in raising disabled students awareness of summer schools in higher education institutions : barriers and bridges. / Houghton, Ann-Marie; Piggott, Linda.
In: Widening Participation and Lifelong Learning, Vol. 10, No. 1, 2008, p. 24-33.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Houghton, A-M & Piggott, L 2008, 'The role of special educational needs co-ordinators in raising disabled students awareness of summer schools in higher education institutions : barriers and bridges.', Widening Participation and Lifelong Learning, vol. 10, no. 1, pp. 24-33. <http://www.staffs.ac.uk/journal/voltenone/articlethree.htm>

APA

Houghton, A-M., & Piggott, L. (2008). The role of special educational needs co-ordinators in raising disabled students awareness of summer schools in higher education institutions : barriers and bridges. Widening Participation and Lifelong Learning, 10(1), 24-33. http://www.staffs.ac.uk/journal/voltenone/articlethree.htm

Vancouver

Houghton A-M, Piggott L. The role of special educational needs co-ordinators in raising disabled students awareness of summer schools in higher education institutions : barriers and bridges. Widening Participation and Lifelong Learning. 2008;10(1):24-33.

Author

Houghton, Ann-Marie ; Piggott, Linda. / The role of special educational needs co-ordinators in raising disabled students awareness of summer schools in higher education institutions : barriers and bridges. In: Widening Participation and Lifelong Learning. 2008 ; Vol. 10, No. 1. pp. 24-33.

Bibtex

@article{5e7e220111244f209228089c598426af,
title = "The role of special educational needs co-ordinators in raising disabled students awareness of summer schools in higher education institutions : barriers and bridges.",
abstract = "Findings from the Lancashire Aimhigher Disability (LAD) research project highlight issues of integration and inclusion for Special Educational Needs (SEN) students in mainstream schooling. Through individual and focus group discussions with students, and interviews with staff in secondary schools and further education institutions the project involved an exploration of the reasons underlying the low levels of participation of disabled students at Aimhigher summer schools. It concludes that low participation in summer schools may be a result of poor integration of SEN students into mainstream institutions as a result of inherent and potentially unintended exclusionary practices and that schools, colleges and higher education institutions (HEIs) should encourage and enable Special Educational Needs Co-ordinators (SENCOs) to play a major role in building bridges to support participation in summer schools and, in time, transition to higher education.",
author = "Ann-Marie Houghton and Linda Piggott",
year = "2008",
language = "English",
volume = "10",
pages = "24--33",
journal = "Widening Participation and Lifelong Learning",
issn = "1466-6529",
publisher = "Centre for Widening Participation",
number = "1",

}

RIS

TY - JOUR

T1 - The role of special educational needs co-ordinators in raising disabled students awareness of summer schools in higher education institutions : barriers and bridges.

AU - Houghton, Ann-Marie

AU - Piggott, Linda

PY - 2008

Y1 - 2008

N2 - Findings from the Lancashire Aimhigher Disability (LAD) research project highlight issues of integration and inclusion for Special Educational Needs (SEN) students in mainstream schooling. Through individual and focus group discussions with students, and interviews with staff in secondary schools and further education institutions the project involved an exploration of the reasons underlying the low levels of participation of disabled students at Aimhigher summer schools. It concludes that low participation in summer schools may be a result of poor integration of SEN students into mainstream institutions as a result of inherent and potentially unintended exclusionary practices and that schools, colleges and higher education institutions (HEIs) should encourage and enable Special Educational Needs Co-ordinators (SENCOs) to play a major role in building bridges to support participation in summer schools and, in time, transition to higher education.

AB - Findings from the Lancashire Aimhigher Disability (LAD) research project highlight issues of integration and inclusion for Special Educational Needs (SEN) students in mainstream schooling. Through individual and focus group discussions with students, and interviews with staff in secondary schools and further education institutions the project involved an exploration of the reasons underlying the low levels of participation of disabled students at Aimhigher summer schools. It concludes that low participation in summer schools may be a result of poor integration of SEN students into mainstream institutions as a result of inherent and potentially unintended exclusionary practices and that schools, colleges and higher education institutions (HEIs) should encourage and enable Special Educational Needs Co-ordinators (SENCOs) to play a major role in building bridges to support participation in summer schools and, in time, transition to higher education.

M3 - Journal article

VL - 10

SP - 24

EP - 33

JO - Widening Participation and Lifelong Learning

JF - Widening Participation and Lifelong Learning

SN - 1466-6529

IS - 1

ER -