Supporting Disability Inclusion in Higher Education in Australia and Ukraine: An International Collaborative Study

• In Event: Inclusive education policies and higher education

Proposal

The global population of displaced individuals reached an unprecedented 117 million in 2022, driven by an increase in widespread armed conflicts, ideological and political persecution, and natural disasters (McAuliffe & Oucho, 2024), and this number continues to rise. In this context, Australia, a country deeply committed to social inclusion and disability equity, has received a significant number of refugees over recent decades (Shergold et al., 2019). The disruption of familiar environments and support networks presents considerable challenges, particularly for those with disabilities. However, access to higher education becomes even more crucial as it not only equips students with disabilities with essential skills and knowledge, but also provides qualifications for their long-term success and active participation in society.

This presentation reports on an international collaborative study, situated within Australia Fellowship Awards project, funded by the Australian Department of Foreign Affairs and Trade (DFAT). The study aims to explore the experiences of and support for disability equity for displaced students at universities in Australia and Ukraine from a first-person perspective (Creswell & Poth, 2018). From the lens of critical disability theory (CDT), a shift in perspective is needed from viewing disability as solely a medical issue to understanding it within social, political, and cultural contexts (Devlin & Pothier, 2006).

To address this gap, a phenomenological approach has been adopted through semi-structured interviews with participants including university students with disabilities who have experienced displacement, as well as their family members, healthcare professionals, social workers, lecturers, and employers.

Key preliminary findings from the first stage of the study will be presented, followed by a discussion on how these findings can inform and enhance inclusive higher education through international collaboration, facilitating global partnerships in the digital society.

Authors

• Jia White, Curtin University

• Tetiana Bogachenko, Curtin University

• Larysa Klymanska, Lviv Polytechnic National University