stressed the importance of inclusive learning for further education. Other
developments within the further education sector have been accomplished through
legislation such as the Further and Higher Education Act (1992) which
encourages the Further Education Funding Council (FEFC) to take regard of the
requirements of students with disabilities by providing additional funding to
individual colleges. These initiatives require individual institutions to
competitively bid for money to fund provision for students with disabilities.
Tinklin and Hall (1999)
found that the quality of provision for students with disabilities in higher
education depends on attitudes, experience and awareness about disability among
staff and students, rather than the institutional policies alone.
Hartas, (2008),Although the number of students with a disability attending
higher education institutions is increasing, such students continue toface a
range of barriers in accessing and participating in higher education courses .
Farmer et al. (2002)
pointed out that participation of students with learning difficulties in higher
education should be considered at three levels, namely personal,
organizational/institutional and political/ideological. Personal in terms of providing
counseling services, adapting the curriculum (electronic and other materials),
modifying teaching and other services such as a sign language interpreter or
materials in Braille. Organizational in terms of changing standard
institutional procedures, training staff and modifying the physical environment.
Finally, ideological in terms of debating models of disability and current policies, striving for equality of
opportunity and supporting students’ access and entitlement to education
Lancaster et al. (2001)
listed diversity, quality of life, reaching out to the community and
ideological and legal obligations as the main incentives for recruiting
students with disabilities in higher education. In this study, a number of Heads
stated that they did not actively recruit students with disabilities although
they ”don’t turn them away when they are registered”. In certain subjects,
such as engineering, it was said that, for safety reasons, students with
disabilities were being discouraged from registering, raising issues regarding
equality of opportunity and participation of students with disability in