Guideline on fostering practices for disability inclusion at higher education institutions (Trial Version, November 2021).pdf (4.61 MB)
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Guideline on fostering practices for disability inclusion at higher education institutions (Trial Version, November 2021)

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posted on 04.02.2022, 01:08 authored by Yuet Kwan MaYuet Kwan Ma, Beina Lai Fong CHAN, Ka Yu Florence WuKa Yu Florence Wu, Simon Tat Ming NG, Elaine Chui Ling IP, Pui Sze YeungPui Sze Yeung

This Guideline is one of the deliverables of the project on Enhancing Learning Experience for Students with Visual Impairment in Higher Education. It is a compilation of recommended practices that promote an accessible and inclusive teaching and learning environment for students with disabilities at higher education institutions. Sources of information included a review of websites of 76 local and international higher education institutions, focus group interviews, external review, as well as research team members’ input. The recommended practices cut across the cultural, policy, community, inter-university, intra-university, environmental, language and symbolic, technological, interpersonal, and individual levels. The recommended practices also correspond to different stages of higher education from students’ perspectives.

Current version: Trial Version – November 2021 (in English; 146 pages; PDF format)

Content structure:

The Guideline contains 16 chapters, 1 annex, and 1 appendix.

Chapter 1: Project background

Chapter 2: Basic concepts of rights-based guiding principles

Chapters 3-8: Essential practices of the co-creation and management of an accessible and inclusive campus at different ecological levels

3. Concerted efforts by universities and the community

4. Intra-university coordination

5. Campus environment accessibility

6. Awareness-raising

7. Effective and inclusive communication

8. Accessible event planning

Chapters 9-16: Stages of higher education

9. University application

10. Accessibility service initiation

11. Orientation series for new students

12. Living on campus

13. Non-academic support and activities

14. Academic support

15. Career planning and development

16. Graduation

The Annex: Recommendation on government support

The Appendix: List of examples of preferred terminology in relation to the Chapter 5.5 on Inclusive Terminology

Target readers:

Anyone who are interested to learn about disability inclusion at higher education institutions, particularly:

Current students with disabilities;

Current students without disabilities;

Staff members of higher education institutions;

Prospective students with disabilities;

Advocates.

For enquiries about the accessibility of the Guideline, please feel free to contact our team at ideaprojects@hku.hk

Funding

Teaching Development Grant, The University of Hong Kong

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