Motivations for entering and pathways of progression of disabled students in further education

Farmakopoulou, N. and Watson, N. (2003) Motivations for entering and pathways of progression of disabled students in further education. International Journal of Inclusive Education, 7(3), pp. 223-139.

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Issues concerning the relevance of the human and social capital theories in further education and particularly in the inclusion of disabled people are highlighted. Data are drawn from an ongoing ethnographic study into the experiences of disabled students in two further education colleges. Extracts from 12 focus group discussions with 70 students as well as fieldnotes from observation of courses and other college activities are used to map out the pathways by which the participants entered and progressed through the college and the courses they undertook. Also explored is the significance of the college experience in the student's lives and the extent it has succeeded in enhancing their degree of social inclusion

Item Type:Articles
Keywords:Disability, Education, Education, Higher, Motivation (Psychology), Psychology, Social Capital (Sociology), Students With Disabilities
Glasgow Author(s) Enlighten ID:Watson, Professor Nicholas
Authors: Farmakopoulou, N., and Watson, N.
College/School:College of Medical Veterinary and Life Sciences > School of Health & Wellbeing > Social Scientists working in Health and Wellbeing
College of Social Sciences > School of Social and Political Sciences > Sociology Anthropology and Applied Social Sciences
Journal Name:International Journal of Inclusive Education

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