Navigating Inclusive Education: A Typology of ‘Deny’, ‘Rely’, and ‘Lobby’ Positions in Inclusive Education Policy Among Students with Functional Impairments and Their Teachers

[Master Thesis]

Despite ongoing efforts, students with functional impairments at Dutch universities face accessibility challenges, revealing a gap between policy and practice. This study examines how students and teachers navigate bureaucratic processes and support systems within higher education, emphasizing information asymmetry and teachers’ roles as street-level bureaucrats. Integrating inclusive education and street-level bureaucracy theories, the study explores teachers’ discretionary practices and the influence of political and social values on policy implementation outcomes. Qualitative methods, including in-depth interviews with teachers and students from Erasmus University Rotterdam, highlight three dynamic positions—deny, rely, and lobby—reflecting varying levels of awareness, advocacy, and responsiveness to customization policies for supporting students with functional impairments. These positions illustrate the complex landscape of inclusive education in higher education institutions. Understanding these roles and addressing information gaps can enhance awareness, communication, and support systems, ultimately fostering inclusivity for all students. The study contributes insights into the challenges of implementing inclusive education policies and the discrepancies between policy intentions and practical outcomes, underscoring the need for informed strategies in educational access debates.

 

Lees hier de scriptie.

 

Auteur Roy Kemmers
Jaar 2024
Publicatie type Scriptie
Thema Bureaucratie Jongeren

Contact

Heb jezelf een ervaringsverhaal dat je met ons wilt delen? Mis je een bepaald verhaal of heb je juist een goede tip? Misschien klopt er iets niet op deze pagina?

We stellen feedback van onze bezoekers erg op prijs om samen deze website te laten groeien en uit te bouwen.

Alvast bedankt voor je reactie!