Studying in higher education is… Thuesday 5 July 2011 LINK- SIHO Conference ‘The only disability in education is the reluctance to change. How do you make change happen? Antwerp (Belgium), 5-6 July 2011 Meggie Verstichele and Jolien Soetaert

We will talk about: 1.SIHO 2.Method 3.Results: grounded theory a.Identity and disability b.Experiences from the past c.Making choices d.Participation e.Regards from others f.Contact with lecturers and fellow students g.Disclosure h.Accomodations i.Friends, family and hobbies 4.Conclusions 5.Recommendations

'Support Centre for Inclusive Higher Education' Supports institutions for higher education:  in order to realize inclusive higher education  to create equal chances and full participation for students with disabilities 1SIHO

SIHO 3 main tasks:  Provision of services to higher education institutions (consultancy, training,...)  Networking with (inter)national partners in the field of disability studies (which involves several disciplines)  Research Importance of insidersperspective!

2Method Students contacted through disability coordinators 28 participants from 9 Flemish institutions for higher education Semi-structured interview Thematic analysis with Nvivo

3Results: Grounded theory Following themes are important to students: Identity and disability Experiences of the past Making choices Participation Glances of others Disclosure Contact with lecturers and fellow students Accomodations Friends, family and hobbies

Results: Grounded theory

a. Identity and disability  Identity  Disability and identity influence eachother  positive self-image  Students in the first place

b. Experiences of the past  Experiences in primary and secondary school  Identity influenced  Future choices

c. Making choices  Many choices  Influenced by disability  Influenced by identity And choices influence disability and identity.

d. Participation  Culture  Disability  Reasons  Student council for students with disabilities?  Students feel heard

e. Looks from others  Self image  Students first  Reasons  Contact with peer student and lecturers  Stereotypes and prejudices

f. Contact with lecturers and peer students  Peer students  Good reactions  Bad reactions  Influence on student  Attention for strengths!

g. Disclosure  Why disclose?  But: threated as normal as possible  To who disclose?  Necessity of disclosure?

h. Accomodations  Experiences  Differences  Suggestions  Recent certificate  Influence on students life

i. Friends, family and hobbies  Family:  who, support, view of life  Friends:  best friends, friends from college or university  Hobbies

4. Conclusions  Predominantly positive  Unique for every student  Influence higher education on students life  How to threat students?  Responsability  Still a lot of work to do

5. Recommendations  Dialogue  Good and bad practices  Higher education aware of large influence

Contact SIHO Sint Jorisstraat Brugge Belgium wwww.siho.be