Inclusion: Understanding the impact of higher education policy

根据2010年《平等法》，苏格兰所有继续教育机构和高等教育机构都必须做出合理调整，以确保影响其学业的残疾学生不处于不利地位(儿童和家庭局，2019年)。合理调整被定义为提供额外支持或专门设备的变化(政府数字，2015)。尽管苏格兰政府2018年的报告显示，向被宣布为残疾的学生提供的学习时间比例有所增加，尽管大学的入学机会、参与度和包容性有所增加，苏格兰全日制高等教育的入学人数也在增加，但残疾学生的比例仍然偏低(公平入学专员，2019年；富勒等人，2004年)。大多数现有的关于残疾学生的文献主要集中在改进课程设置、获取学习材料、专业技术以及考试和时间管理方面的帮助(Claiborne等人，2011年；Leyser，2011；Gibson，2015)。虽然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)，但没有太多可用的资源来评估苏格兰残疾大学生在学生生活的其他方面的经历，如课外活动和社交活动。韦塞尔的这项研究。(2009)发现，在更高的教育机构和继续教育机构，残疾学生在头6周内的辍学率很高，这段时间也被认为是至关重要的，因为在这段时间里，学生最容易感到被冷落(Tinto，1988)。多项研究表明，在校园范围内实施学生参与的方法，改善了学生的学习保留，增加了学生在学习后取得成功的机会(Moriña，2017；Zorec等人，2022)。包括所有学生在内的校园范围的方法涉及所有大学教职员工的工作和合作，并涵盖学生经验的所有领域

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