Developing inclusive technical capital beyond the Disabled Students’ Allowance in England

Hayhoe, S., Roger, K., Eldritch-Boersen, S. and Kelland, L. (2015) Developing inclusive technical capital beyond the Disabled Students’ Allowance in England. Social Inclusion, 3 (6). pp. 29-41. ISSN 2183-2803.

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Abstract

The Disabled Students Allowance (DSA) is a government grant for students aged 18 years and over in English and Welsh higher education. Amongst other things, this grant supports the provision of traditional assistive technologies. In April 2014, the UK’s Minister for Universities, Science and Cities proposed cuts to the DSA. Although a later announcement delayed these cuts until the academic year 2016-2017, a number of universities are already preparing alternative means to support students with disabilities. In this article, it is argued that cuts to the DSA will potentially reduce the cultural and technical capitals of students with disabilities and lessen social inclusion in higher education. It is argued that less support potentially leads to a reduction in the development of study skills. As a counter weight, this article proposes a new model of inclusive technical capital. This model originates in Bourdieu’s theory of cultural capital and habitus. The proposed model supports the use of native apps and settings in ubiquitous mainstream mobile technologies. It also espouses the use of m-learning for the passive inclusion of students with disabilities.

This article also presents the early results of a project on the use of mobile technologies at the London School of Economics and Canterbury Christ Church University. This project discovered that students with disabilities and their lecturers were already using mobile technologies alongside or instead of customized traditional assistive technologies. The project also discovered that students preferred not to attend, or found it difficult to attend, separate study skills courses using mobile technologies. However, they are more likely to access m-learning tutorial materials on Learning Management Systems. The study concludes that mobile technologies have the potential to develop a number of study skills that maybe at risk after cuts to the DSA. However, their use in this regard needs further research and support from universities.

Item Type: Article
Additional Information: Creative Commons Attribution License 4.0
Uncontrolled Keywords: disability, inclusion, exclusion, assistive technology, inclusive technology, technical capital, cultural capital, m-learning, mobile technology, tablets, smartphones
Subjects: H Social Sciences
J Political Science
L Education
T Technology
Divisions: Faculty of Education
Depositing User: Simon Hayhoe
Date Deposited: 05 Jan 2016 16:23
Last Modified: 22 Jan 2016 15:44
URI: https://create.canterbury.ac.uk/id/eprint/14187

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Last edited: 29/06/2016 12:23:00