Conference Agenda

This conference paper will offer a literature review on the most recent findings of the current Diversity, Equality, and Inclusion research in the context of higher education students with disability, especially with a focus on students with neurodiversity in Hungary. This presentation will summarize the basic principles of neurodiversity, explaining why diversity and equity indeed contribute to the academic excellence of all universities. Despite the affirmative action received by those whose special education diagnosis was documented, due to the stigma on IEPs in our orthodox education system (Gallagher Et Al., 2003), our hypothesis is that many of our students with learning differences come without diagnosis and attend university without accommodation and support services, which may result in tangible disadvantages that could be tracked with the help of our database. Neurodiversity as an approach challenges ableism (Armstrong, 2011) by boldly asserting, that in a learning community, individuals are not solely limited by their own physical, sensory, or speech disabilities nor by their mental or cognitive developmental states, but they are in fact primarily disabled by their environment, and the lack of university-wide inclusion policies which do not accept and/or not able to adapt to unique learning needs (NTOMBELA-MAHMANGU, 2019). The social model of disability has allowed a structural analysis of the social exclusion of people with disabilities and demand for accessibility and reasonable accommodations from all HE institutions (HASLER, 1993; SHAKESPEARE & WATSON, 2001). The results of academic research support the paradigm shift: instead of pathologizing our university citizens who think differently, learn differently, and access learning differently we should focus on the acceptance of biodiversity, the benefits and relative strength of brain variation, and outstanding sub-skills and the creation of opportunities for inclusive learning development in communities of inquiry and practice (SKIDMORE, 2004; RANKIN, 2021). To what extent has this academic shift in approach become translated into practice in Hungarian HE? Has the inclusive environment been able to 'break out of the bubble of individual problem solving' (FAZEKAS ET AL., 2020) towards starting to build institutional strategies that follow European standards? What are the next steps according to Support Service staff and program participants? What are the experiences of students with disabilities arriving at universities? Is “preferential treatment” enough to retain neurodivergent individuals and help them successfully graduate, and transition to meaningful jobs after experiencing inclusion in HE (Bjarnason, 2004)? We sought answers to these questions in a mixed methods research.

In an exploratory & descriptive research our Inclusive Excellence Reseaarch Group at University of Pécs analyzed data over a period of 10 years and described the state of inclusion in status reports (Varga et al., 2021). Looking for correlations between data figures led me to take interest in a group of disabled students with very high latency, called students with specific learning differences (Elmer at al., 2021) or in other word, neurodivergent individuals (Singer, 1999; Armstrong, 2011).

Theme/topic:
This paper addresses the critical theme of implementing universal design in digital learning resources within higher education in Norway. It explores how lecturers perceive and enact accessibility in their teaching materials and the extent to which their methods are inclusive for all students, particularly those with disabilities.

Research Questions:

1. How do lecturers in higher education implement accessibility in their learning resources?
2. Are their teaching methods inclusive, and if not, what measures need to be implemented to achieve inclusivity?

Theoretical Framework:
Previous studies (Sanderson, Kessel & Chen, 2018; Svendby, 2020) have shown that lecturers in higher education have a positive attitude towards universal design of ICT, but that they lack the necessary competence and workings conditions.
The study is anchored in Lipsky's concept of street-level bureaucracy (1980, 2010), which serves as a foundational framework. This theory is central in examining the challenges that lecturers in higher education face when they function as front-line implementers of policies related to universal design. It provides insight into how educators, as street-level bureaucrats, navigate and interpret educational policy, and how this policy is translated into practical application in the context of universal design
A hermeneutic phenomenological approach, deeply rooted in Gadamer's philosophy, is employed to gain a comprehensive understanding of the lecturers' experiences and perspectives, focusing on the theme of accessibility.
Method: (see next field)

Intended Purpose: The paper aims to:

• Highlight the discrepancies between the positive attitudes towards universal design and its practical implementation in higher education.
• Emphasize the need for comprehensive training and development programs for lecturers in universal design principles.
• Advocate for institutional policy and practice reassessment to support the effective implementation of universal design.
• Provide actionable recommendations for enhancing the accessibility of digital learning materials in higher education.

In 2022 a complex research project was organized to investigate the inclusiveness of a student society where mostly Roma low SES students are the participants. Their aim was to gain a new perspective on the role of this organization through the experiences of former members of the student society. A fundamental characteristic of the topic is that the situation of the Roma population in higher education is rarely discussed, with few international publications dealing with it. There are, of course, historical, social, economic reasons for this, which are not discussed in detail in this paper, but which can serve as an important contribution to the discussion of the situation of the target groups of inclusion.

Theoretical background related to the need for higher education for marginalized groups, such as Roma children and individuals from disadvantaged backgrounds, is often questioned. However, the socio-economic advantages of obtaining higher education are widely acknowledged. The expansion of higher education has resulted in a more diverse student population in Hungarian universities, which has been a focus of research both internationally and in Hungary.

Inclusive Excellence movements, such as the one in the U.S., have emphasized the importance of creating a diverse learning environment in higher education institutions. Research has shown that diverse student environments contribute to academic excellence. The concept of inclusiveness in higher education is defined as a process-based approach that encompasses the conditions supporting entry into an inclusive organization, the components of the time spent in the community, and indicators of achievement.

Research around the world has identified new groups that have been historically underrepresented in higher education and is exploring ways to make institutions more inclusive. In Hungary, social groups such as people with disabilities, individuals from disadvantaged backgrounds, parents of young children, Hungarians living outside the borders, and foreign students are recognized in legislation as groups to be supported. Although Roma individuals are not specifically mentioned in legislation, research is focusing on their inclusion in higher education. Intersectionality, which examines the intersection of multiple categories of inequality, is also an important aspect of research in this field.

Studies have highlighted the underrepresentation of Roma individuals in higher education across European countries. The proportion of Roma individuals with tertiary education ranges from 1% to 4%, making them one of the most underrepresented groups. Research has shown that Roma individuals with successful educational outcomes often have a supportive family background and strong community capital. The presence of ties to the majority society also plays a significant role in their education.

Hidden costs and the capital accumulation and conversion processes of socially mobile individuals are factors that impact the educational outcomes of underrepresented individuals. Support programs and community networks can significantly reduce or compensate for these costs. While schooling is increasingly valued in Roma communities, inequalities in education continue to persist. Involvement, recognition, and a network of contacts can help open pathways to mobility for Roma families and students.

Support systems for Roma children and students throughout their entire school careers are limited in Europe. In Hungary, support for Roma youth in higher education has been initiated in recent years, from early childhood interventions to primary and secondary schooling. The Roma Student Society Network, established in 2011 with EU funding and now state-funded, provides support for Roma students across the country.

In summary, the theoretical background related to higher education for marginalized groups emphasizes the need for inclusiveness and support mechanisms to ensure equal opportunities for all individuals, irrespective of their socio-economic background or ethnic identity.