[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.
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Auteur Roy Kemmers Jaar 2024 Publicatie type Scriptie Thema Bureaucratie Jongeren