Tomlinson thestaff and modifying the physical environment. Finally,

Tomlinson (1996) Inferred that Further and Higher Education Act (1992)  encourages the Further Education Funding Council (FEFC) to takeregard of the requirements of students with disabilities by providing additional funding to individual colleges. In this way, FEFC encourages students with disabilities to opt for higher education programs. These initiatives require individual institutions to competitively bid for money to fund provision for students with disabilities. Tinklin and Hall (1999) found that disabilities in higher education depend on goodunderstanding, mindset and acquaintance about disability among staff and students more than the institutional policies. Hadjikakou & Hartas, (2008)  In recent years the number of students with a disability are interested in attending higher education is increasing. Still then they have barriers to accessing and participating in higher education courses. Farmer et al. (2002) Pointed out that students with learning difficulties in higher education should be taken care at three levels namely – personal, organizational/institutional and political/ideological. Personal in terms of providing counseling services and making students with disabilities to understand the prospectus of the program,explaining the new teaching methods and other necessaries related to the higher education. Organizational (HEI) in terms of training thestaff and modifying the physical environment. Finally, ideological in terms current political policies which changes from time to time, strivingfor equality and making them understand about the emerging opportunities and entitlement to education. Lancaster et al. (2001)   Listed few obstacles in recruiting students with disabilities in higher education such as diversity, lifestyle, non friendly to the surroundings and legalobligations. In his study, a number of Heads stated that they did not actively recruit students with disabilities although they ”don’t turn them away when they are registered”. In certain subjects, such as engineering, it was said that, for safety reasons, students with disabilities were being discouraged from registering, raising issues regarding equality of opportunity and participation of students with disability in education.   Donato, 2008.   At times staff may exhibit, either implicitly or explicitly, negative attitudes regarding students with a particular disability. They intend to have a negative attitude towards student with a disability and vice versa – this affect the studies of student with a disability. Teachers with positive attitude and flexible in teaching methods can handle students with disability in a better way. Perceived power differences can be improved through the development of a good rapport with students, having tolerance, good communication skills, a flexible and concerned approach, an understanding of nature of different disabilities and the different needs of students. Dutta et al., (2009)  In spite of changes in many Western countries’ legislation and the development of programs for students with disabilities, in recognition of the importance of higher education for individuals, families, and society at large, low enrolment and high first-year dropouthave been found and initiatives have been taken according to the difficulties faced by the students with disabilities. Below are the caseswhich the students with disabilities often face it. Low enrolment and high dropout can be understood as the result of inadequate accessibility of higher education institutions, lack of support, adverse social attitudes and social isolation, as well as low financial capacity. Rimmerman & Araten-Bergman, (2005). A public committee in Israel examined the implementation of the Equal Rights for Persons with Disabilities Act, emphasized the crucial role of higher education in the inclusion of people with disabilities into society and in employment. Israel’s National Insurance Institute allocated resources to making academic institutions accessible, as well as granting individual students with disabilities scholarships and support services. The recent study was initiated to estimate the outcome of these social and legal developments on the inclusion of students with disabilities in higher education. The improvement in the research, for the students with disabilities to participate in a wide range of student activities, in addition to conventional academic outcome.   undefined undefinedundefined undefined undefined undefined undefined

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