This book encourages higher education administrators and educators to think in new ways about how to work inclusively with disabled students and examines the way inherent requirements are used in universities to ensure integrity of their academic courses.
With the aim of influencing change in higher education policy and practice, the authors explain how inherent requirements, as they are currently deployed, lead to marginalization and discrimination. Moving away from medicalised, deficit-based views, they introduce cutting-edge theories as alternate ways of knowing and engaging with difference in order to advance inclusive higher education policy and practice.
This indispensable resource is a key reference for higher education researchers, administrators, and educators.
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