Studieren mit Behinderung im internationalen Vergleich

Shweta Mishra; David Langguth

doi:10.1515/pubhef-2024-0008

Article

Studieren mit Behinderung im internationalen Vergleich

Shweta Mishra and David Langguth

Published/Copyright: May 22, 2024

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From the journal Public Health Forum Volume 32 Issue 2

Zusammenfassung

Der Prozentsatz der Studierenden mit Behinderung an Hochschulen nimmt stetig zu. Trotz der Initiativen zur Inklusion von Menschen mit Behinderungen in der Hochschulbildung bestehen für Studierende mit Behinderung weiterhin Herausforderungen. In diesem Beitrag vergleichen wir die Erfahrungen von Studierenden mit Behinderung auf internationaler Ebene und empfehlen, die Bedeutung des Sozialmodells und des sich wandelnden Verständnisses von Behinderung in der Hochschulbildung hervorzuheben.

Abstract

The percentage of students with disabilities in higher education is steadily increasing. Despite initiatives to include people with disabilities in higher education, challenges remain for students with disabilities. In this paper, we compare the experiences of students with disabilities internationally and highlight the importance of the social model and changing understandings of disability in higher education to achieve inclusion.

Schlüsselwörter: Hochschulbildung; inklusive Hochschulen; internationaler Vergleich; soziales und medizinisches Modell von Behinderung; Studierende mit Behinderung

Keywords: higher education; inclusive higher education; international comparison; social and medical model of disability; students with disabilities

*Korrespondenz: Dr. Shweta Mishra, Deutsches Institut für Interdisziplinäre Sozialpolitikforschung (DIFIS), Geschäftsführerin, Forsthausweg 2, 47057 Duisburg, Germany

Autorenerklärung
Autorenbeteiligung: Alle Autoren tragen Verantwortung für den gesamten Inhalt dieses Artikels und haben der Einreichung des Manuskripts zugestimmt. Finanzierung: Das Projekt wurde gefördert durch das Bundesministerium für Bildung und Forschung (BMBF), Funder Id: http://dx.doi.org/10.13039/501100002347, Grant Number: 16PX21016. Interessenkonflikt: Die Autoren erklären, dass kein wirtschaftlicher oder persönlicher Interessenkonflikt vorliegt. Ethisches Statement: Für die Forschungsarbeit wurden weder von Menschen noch von Tieren Primärdaten erhoben.
Author declaration
Author contributions: All authors have accepted responsibility for the entire content of this submitted manuscript and approved submission. Funding: The project received funding by German Federal Ministry of Education and Research Funder Id: http://dx.doi.org/10.13039/501100002347, Grant Number: 16PX21016. Conflict of interest: Authors state no conflict of interest. Ethical statement: Primary data for human nor for animals were not collected for this research work.

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Online erschienen: 2024-05-22

Erschienen im Druck: 2024-05-27

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Articles in the same Issue

https://doi.org/10.1515/pubhef-2024-0008

Keywords for this article

higher education; inclusive higher education; international comparison; social and medical model of disability; students with disabilities