Higher education provision for students with disabilities in Cyprus

Internationally, the number of students with disabilities entering higher education institutions is on the rise. Research estimates that 8–10% of students attending higher education are registered with disability, with learning difficulties being the most commonly reported disability. Widening participation in higher education has been supported by legislative changes, inclusive education practices, the use of ICT and accessible facilities and programs and, ultimately, an increasing belief among students with disabilities that higher education maximizes their opportunities for employment and independent living. Within the Cypriot context, research on disability, access and provision in higher education is limited. This study was a part of a large-scale study (PERSEAS) funded by the EU. From the original sample, 15 students attending private higher education institutions in Cyprus reported disability (i.e., sensory impairment, dyslexia, physical disabilities) and were selected for focus group discussions. Also, interviews and focus groups were conducted with the Headmasters and teachers, respectively, in 10 private higher education institutions. This study yielded interesting results regarding the current state of provision (e.g., concessions for exams and assignments, infrastructure, teaching modification, counseling services) as well as issues of social inclusion, equality of opportunity and entitlement to education

Young people's involvement in service evaluation and decision making

This study examined young people‟s decision making on issues that affect their life, i.e., bullying, across different contexts (eg, family, peer, school) and involvement in evaluating the availability and effectiveness of services for young carers, young people with disabilities and their families. Key aims of this study were to offer young people a platform to evaluate existing services and make recommendations towards their improvement and to discuss ways of tackling bullying at school. Focus groups were formed with 54 young people who had experienced challenges due to bullying, learning difficulties / disabilities, and caring responsibilities for family members with disabling conditions, and discussions about services and decision making on issues that affect their life were facilitated. The findings point to a sense of agency in young people‟s life with regard to evaluating and negotiating services and offering suggestions for their improvement within their family and peers. However, in their view, their decisions regarding bullying exerted limited influence within the school context. These results raised interesting issues about young people‟s capacity to evaluate services and the contextual influences on their involvement in decision making

Young people’s educational aspirations : psychosocial factors and the home environment

Utilising data from Understanding Society (2010–2013), this study examined the contribution of young people's psychosocial and background factors and home environment to their educational aspirations in the UK. Young people's general well-being and self-efficacy emerged as good predictors of their educational aspirations as did some aspects of their home environment. Interestingly, filial dynamics such as emotional closeness to parents and cultural capital (e.g. participating in cultural events, discussing books) were better predictors of 10–15-year-olds’ aspirations than were more school-driven parent–child interactions (e.g. homework, extra-curricular activities). Furthermore, the findings from this study showed no shortage in young people's educational aspirations although interesting demographic trends emerged with certain groups (i.e. preadolescents, males) being less aspirant than middle adolescents and females. These findings have significant implications for family and educational policy, especially with regard to ‘raising aspirations’ and reducing early school leaving and, also, for reconsidering the role of the home environment as a web of emotionally and intellectually charged relationships between parents and children rather than an extension of the school day. Finally, discussions on young people's educational aspirations should not be polarised but informed by notions of opportunity (structure) and what young people make of it (agency)

Assessing the foundational studies on adverse childhood experiences

This article critically reviews the foundational studies carried out by Felitti in the US and Bellis in the UK and their colleagues examining the relationship between Adverse Childhood Experiences (ACEs) and adult health and morbidity. These studies have paved the way for much research on childhood adversity and its impact on child development and brain functioning at a family level. ACEs have gained traction in the UK in terms of policy targeting dysfunctional families through early intervention to stop the intergenerational effects of adverse childhood experiences. This article questions the foundational research that argues for family-level, parent-based intervention, especially in light of substantial evidence about the biological embedding of poverty and the direct links between disadvantage and child development. It also hopes to raise awareness about the contested nature of ACEs and their growing influence on family policy

Practices of parental participation : a case study

The nature of parental participation in children's education is changing rapidly. A growing body of research points to the positive effect that parental involvement has on outcomes of schooling and on children's well-being. This paper examines parental participation practices in terms of parents working together with a range of professionals, exchanging knowledge and information regarding their child's SEN, challenging practices, and negotiating SEN provision. The parents in this study exercised agency - that is, they showed resilience and took initiative, within a context of shared responsibility and accountability, and advocated for their child's right to educational provision. This paper argues for a strengths-based approach towards enabling active parental participation and advocacy

Setting for English and Maths : 11 year olds' characteristics and teacher perceptions of school attitudes

As a way to raise attainment, schools are encouraged to form ability groups across classes for particular subjects. There is limited evidence however about the relationship between setting and primary school children’s characteristics and how teachers perceive them. The aim of this study was to investigate associations between set positioning for English and Maths and teachers’ perceptions about 11 year olds’ behaviour and school attitudes and future education goals, and children’s psychosocial and cognitive characteristics and background through secondary data analyses of the fifth sweep of the Millennium Cohort Study (MCS). The study employed binary logistic regression analyses and revealed strong associations between set positioning and teacher perceptions of 11 year olds’ behaviour and attitudes and future education goals. Associations between set position and teacher perceptions of children’s identity as learners were stronger than those for children’s self- reported attitudes and behaviour. Also, family income and gender emerged as strong predictors of children’s position in sets. Set positioning is not a neutral act; it has implications about children’s personal agency and their identity as learners

The National Academy for Gifted and Talented Youth : evaluation of the summer school 2003

An evaluation was carried out of the second year of functioning of the National Academy for Gifted and Talented Youth (NAGTY) with an emphasis on the summer schools as experienced by the students, their parents and the course leaders. The evaluation included pre and post questionnaires sent to students and their parents, as well as interviews with students and course leaders. Specifically, a pre-summer school experience questionnaire was sent to students and a post-summer school questionnaire was sent to both students and parents. Also, a sample (n=87) of students who had responded to the first questionnaire were interviewed at the end of the three-week period at all five sites to obtain their views on the summer school experience. Finally, 26 of the 28 course leaders involved were interviewed during the third week of the summer school

Vulnerable young people and post‐16 educational aspirations during Covid‐19

This study used a longitudinal, probability sample survey, Understanding Society Covid‐19, to examine young people's post‐16 educational aspirations at the height of the Covid‐19 pandemic, with a particular emphasis on four vulnerable groups (namely, young carers; Black, Asian and Minority Ethnic young people; young people with long‐term illness and disability; and people with internalising and externalising behavioural difficulties). The findings from this study showed young carers and young people with health conditions to be less likely to choose A levels, despite reporting roughly equal levels of school engagement and school‐related support. The Covid‐19 pandemic has laid bare the obstacles often faced by young carers and young people with pre‐existing health conditions and behaviour difficulties. It is hoped that the findings will contribute to debates about social care and education and will have implications for public policy and action, especially as public services are under enormous strain and are less likely to reach those who need them most