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
- Location
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Deutsche Nationalbibliothek Frankfurt am Main
- Extent
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Online-Ressource
- Language
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Englisch
- Notes
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Veröffentlichungsversion
begutachtet (peer reviewed)
In: Social Inclusion ; 6 (2018) 4 ; 125-136
- Classification
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Erziehung, Schul- und Bildungswesen
- DOI
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10.17645/si.v6i4.1641
- URN
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urn:nbn:de:101:1-2019052611392391574395
- Rights
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Open Access; Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
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14.08.2025, 10:56 AM CEST
Data provider
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Associated
Time of origin
- 2018
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