Abstract
This study investigates university administrative staff perception of inclusion in higher education at the university level. The study uses the University of Latvia as a case to answer the following research questions: What constitutes inclusion in university education, how accessibility is provided? What are the support systems provided for diverse students? What support and training are provided to administrative and academic staff to ensure that the educational needs of diverse student bodies are met? The methodology employed is exploratory and descriptive, and uses the interview method and semi-structured questionnaire. The sample is made of seven administrative staff members representing all levels of administration in the University. Findings suggest that administrative staff members perceive inclusion as a new principle for HE, where diversity is perceived in its broader sense. Findings indicate that support is provided to all students, but that the support is not designed specifically for students with diverse needs. Findings suggested that none of the administrative staff or academics had received training on how to address student diversity.
Highlights
In the last 30 years, there has been a considerable paradigm shift in education regarding inclusive education policy and practice around the globe
Initially inclusive education was viewed as a philosophical idea (Göransson & Nilholm, 2014), later developed as an inclusive approach to pedagogy, known as inclusive pedagogy (Florian & BlackHawkins, 2011), it was implemented in general education in particular and was seen in higher education, too
The following are examples of interview questions that we included in our interviews: ‘How would you explain inclusive education in higher education? Could you provide some examples? Do you think inclusive education can open doors so that everyone can study in higher education institutions? How would you describe accessibility? What support is currently provided for inclusive education in your university for students, especially during the transition period from general education to university level education? Could you give some practical examples? Is there any support for students with additional needs? How would you describe the current situation? How are the university teachers insuring inclusive education at the university? How would you describe the support provided for university teachers to ensure inclusive education in HE?’
Summary
In the last 30 years, there has been a considerable paradigm shift in education regarding inclusive education policy and practice around the globe. Inclusive education is viewed as a cornerstone of a transformative education agenda that enhances changes at all educational levels (UNESCO, 2016). The politically defined movement towards Education for All (UNESCO, 1994), by promoting accessibility, equity, and quality of education, has gradually increased the educational opportunities for the number of those children and youth who previously were excluded or segregated and could not attend school. Inclusion in higher education is broadly perceived as a phenomenon whereby higher education institutions become more accessible to everyone, especially to disadvantaged and previously excluded or marginalised groups of people, providing opportunities to study and participate meaningfully in the same learning and social activities as others and to have a qualitative education. The term diversity is used to describe ‘a population where people within the protected classes are represented’ (Scott, 2020)
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