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The role of Special Educational Needs Co-ordinators in raising disabled students' awareness of summer schools in higher education institutions: barriers and bridges

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Findings from the Lancashire Aimhigher Disability (LAD) research project highlight issues of integration and inclusion for Special Educational Needs (SEN) students in mainstream schooling. Through individual and focus group discussions with students, and interviews with staff in secondary schools and further education institutions the project involved an exploration of the reasons underlying the low levels of participation of disabled students at Aimhigher summer schools. It concludes that low participation in summer schools may be a result of poor integration of SEN students into mainstream institutions as a result of inherent and potentially unintended exclusionary practices and that schools, colleges and higher education institutions (HEIs) should encourage and enable Special Educational Needs Co-ordinators (SENCOs) to play a major role in building bridges to support participation in summer schools and, in time, transition to higher education.
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Document Type: Research Article

Publication date: April 1, 2008

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  • The journal is based on the belief that there are neglected links between research and theory, and policy and practice in the promotion of widening participation in post-compulsory education and lifelong learning. It aims to provide a forum for the development of theory, the addressing of policy questions and the dissemination of innovative practice in the field of widening participation and lifelong learning.
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