Farrell, P and Middlemass, R (2005) Barriers to disabled students in built environment degree programmes. In: Khosrowshahi, F (ed.) Proceedings of 21st Annual ARCOM Conference, 7-9 September 2005, London, UK.
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: | Conference Paper (Paper) |
|---|---|
| Uncontrolled Keywords: | curricula; disabled; learning outcomes; senda |
| Index terms: | built environment, impairment, construction professional, higher education, mobility, disabled, programme, learning outcome, undergraduate, audit, disability, compliance |
| Subjects: | educational institutions, performance measurement, health safety and environment, curriculum development, infrastructure and transport systems, sociology, professional development, student development, health conditions and diseases, project controls |
| Topics: | Information Management, Time Control, Ethics, Education, Health and Safety, Urban Studies, Quality Management |
| Descriptive scope: | 2 PC |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here