Inclusion of higher education disabled students: a Q-methodology study of lecturers’ attitudes

Abstract

ABSTRACT This UK Q-Methodology study combining quantitative and qualitative techniques explores lecturers’ attitudes toward disability and inclusion of disabled higher education students. Disabled students are among those likelier to withdraw from university and have lower degree outcomes. One potential barrier impacting disabled students’ is lecturers’ attitudes and self-efficacy. Using Qmethod software, thirty-one lecturers sorted forty-five statements describing the spectrum of attitudes toward disability and inclusion and provided optional post-sort survey and interview data. Two stances about inclusion emerged from factor analysis and interpretation: cautiously committed with concerns and confidently committed with concerns. Both groups are committed to inclusion of disabled students. However, the majority group is more cautious and concerned about their expertise. The second group is more ableism aware and confident about implementing inclusion but shares group one’s concerns about training needs. Recommendations include further research and training on disability awareness and anti-ableist pedagogies plus allocation of time and resources.