Barrierer for inkludering i høyere utdanning
The article studies barriers to inclusion in higher education for students
with disabilities. The article defines and transforms the concept of inclusion
in higher education by emphasizing participation from students and facilitating
increased learning outcomes as central aspects. In the empirical investigation,
semi-structured individual interviews were conducted with 14 students with either
dyslexia, ASD or ADHD. The interviews were conducted on Zoom. Central to the
interviews were questions about internal and external barriers to inclusion. The
results show that internal barriers are about the informants to a small extent
identifying themselves with the terms disability and special needs, which are
keywords for applying for and having the right to accommodation according to
social mandate and legislation. External barriers are about perceived over- and
underestimation from others, such as employees in higher education. Key findings
are discussed in light of the fact that understanding and identification of the terms
disability and special needs can be interpreted as gatekeepers for accommodations.
The findings may also indicate a possible need for increased knowledge
and competence among employees in higher education. Implications of the study
may be to investigate whether special educational expertise should also enter
the sector, to support equal access and opportunities for all to complete higher
education.
with disabilities. The article defines and transforms the concept of inclusion
in higher education by emphasizing participation from students and facilitating
increased learning outcomes as central aspects. In the empirical investigation,
semi-structured individual interviews were conducted with 14 students with either
dyslexia, ASD or ADHD. The interviews were conducted on Zoom. Central to the
interviews were questions about internal and external barriers to inclusion. The
results show that internal barriers are about the informants to a small extent
identifying themselves with the terms disability and special needs, which are
keywords for applying for and having the right to accommodation according to
social mandate and legislation. External barriers are about perceived over- and
underestimation from others, such as employees in higher education. Key findings
are discussed in light of the fact that understanding and identification of the terms
disability and special needs can be interpreted as gatekeepers for accommodations.
The findings may also indicate a possible need for increased knowledge
and competence among employees in higher education. Implications of the study
may be to investigate whether special educational expertise should also enter
the sector, to support equal access and opportunities for all to complete higher
education.
Publisert i 2026
Les artikkelen her