How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis
As a form of assessment, examinations are designed to determine whether students have met learning outcomes. However, students with disabilities report avoiding examinations, selecting units of study where the assessments align with their strengths. To ensure examinations do not contribute to the systematic exclusion of students with disabilities, it is important to explore their experiences. This paper uses a sociomaterial frame to analyse how examination arrangements construct inclusion in examinations. (May 2022. Joanna Tai, Paige Mahoney,Rola Ajjawi,Margaret Bearman,Joanne Dargusch, Mary Dracupa)