Disability in Higher Education: Explanations and Legitimisation from Teachers at Leipzig University

Abstract: In 2009, Germany ratified the UN Convention on the Rights of Persons with Disabilities (UN-CRPD) and committed itself to allow for “the full and effective participation [of people with disabilities] in society” (United Nations, 2006, §3), especially in education (United Nations, 2016, §24). The present article addresses the necessary follow-up question: which patterns of perception university teachers have of students with disabilities? A first project-based qualitative analysis of data from the EU-project “European Action on Disability within Higher Education” has been conducted on the grounds that disability can be described as a constructed sociocultural phenomenon (Tremain, 2005), showing that heterogenous concepts of disability can be reconstructed from the interviews (Aust, Trommler, & Drinck, 2015). In an adaptation of theoretical sampling according to Grounded Theory (Glaser & Strauss, 2010), interviews with teachers were selected for this article. The Explanatory Legitimac

Object Details

• Location: Deutsche Nationalbibliothek Frankfurt am Main
• Extent: Online-Ressource
• Language: Englisch
• Notes: Veröffentlichungsversion ; begutachtet (peer reviewed) ; In: Social Inclusion ; 6 (2018) 4 ; 125-136

Classification and Topics

• Classification: Erziehung, Schul- und Bildungswesen

Contributors, Places and Time

• Event: Veröffentlichung
• (where): Mannheim
• (when): 2018
• Creator: Aust, Robert

Further information

• DOI: 10.17645/si.v6i4.1641
• URN: urn:nbn:de:101:1-2019052611392391574395
• Rights: Open Access; Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Last update: 25.03.2025, 1:52 PM CET