Inclusion: Understanding the impact of higher education policy

根据2010年《平等法》，苏格兰所有的高等教育机构都必须做出“合理的调整，以确保影响学业的残疾学生不会处于不利地位”（儿童和家庭理事会，2019年）。合理调整被定义为提供额外支持或专业设备的变化（政府数字，2015）。尽管苏格兰政府2018年的报告显示，残疾学生的学习时间比例有所增加，尽管苏格兰大学的入学机会、参与度和包容性不断扩大，接受全日制高等教育的人数不断增加，但残疾学生的代表性仍然不足（公平入学专员，2019年；Fuller等人，2004年）。大多数关于残疾学生的现有文献主要集中在改进课程、获得学习材料、专业技术以及帮助考试和时间管理上（Claiborne et al., 2011; Leyser, 2011; Gibson, 2015）。尽管有越来越多的研究探索残疾学生在高等教育中的经历（Brandt,2011; Moriña, 2015; Moriña, 2017），但没有很多可用的资源来评估苏格兰残疾大学生如何体验他们学生生活的其他方面，如课外活动和社会活动。Wessel等人（2009）的研究表明，高等和继续教育机构在前6周内遇到残疾学生的高辍学率，这段时间也被认为是至关重要的，因为这段时间学生最容易感到被遗忘（Tinto, 1988）。多项研究表明，在校园范围内实施学生参与的方法可以提高学生的保留率，增加学生学习后成功的机会（Moriña, 2017；Zorec等人，2022）。在全校范围内包容所有学生的方法涉及所有大学工作人员的工作和合作，涵盖学生经历的所有领域

Under the Equality Act 2010, all further and higher education institutions is Scotland arerequired to make "reasonable adjustments to ensure that students with disabilities which affecttheir studies are not placed at a disadvantage" (Children and Families Directorate, 2019).Reasonable adjustments are defined as changes that provide additional support or specialistequipment (Government Digital, 2015). Although the 2018 report by The Scottish Governmentshows an increase in the proportion of learning hours delivered to students with declareddisabilities and despite increase in widening access, participation and inclusion at universities,and a rising number of entrants to a full-time higher education in Scotland, disabled studentsare still underrepresented (Commissioner for Fair Access, 2019; Fuller et al., 2004).Most of the available literature on students with disabilities focuses primarily on improvingcurriculum, access to learning materials, specialist technology, and help with exams and timemanagement (Claiborne et al., 2011; Leyser, 2011; Gibson, 2015). Although there is a growingnumber of studies exploring the experiences of disabled students in higher education (Brandt,2011; Moriña, 2015; Moriña, 2017), there are not many available resources to evaluate howdisabled university students in Scotland experience other aspects of their student lives, suchas extra-curricular activities and social events. The study by Wessel at al. (2009) revealed thathigher and further education institutions encounter a high dropout rate by students withdisabilities within the first 6 weeks, this time is also considered crucial, as it is during that periodthat students are to most susceptible to feeling left out (Tinto, 1988). Multiple studies haveshown that implementation of campus-wide approaches to student participation improvestudent retention and increase the chances of student's success post-study (Moriña, 2017;Zorec et al., 2022). Campus-wide approaches to the inclusion of all students involve the workand collaboration of all university staff and cover all areas of student experience