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Disability, HE, Libraries, Teaching Learning Bibliography December 2016

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Disability, HE, Libraries, Teaching Learning Bibliography December 2016

  1. 1. Disability- higher education, libraries, teaching and learning. Bibliography- December 2016 Identity and stigma The discourse of disability in higher education: Insights from a health and social care perspective Clouder, L.; Adefila, A.; Jackson, C.; Opie, J.; Odedra, S. International Journal Of Educational Research VOL 79; (2016) pp.10-20 Abstract: This article considers perspectives on student disability in the context of health and social care disciplines in higher education. The first phase of the research, which adopted an appreciative inquiry approach, involved interviews with students and educators from fifteen health and social care professions across the United Kingdom (UK). Findings were used by the Health Care Professions Council (HCPC) to redraft guidance for potential applicants. The second phase of the research involved analysis of the discourse underpinning the new guidance, which was compared with responses to its publicly open review. Analysis revealed that despite an affirmative stance adopted by the HCPC, the principle of inclusivity for people with a disability remains far from universally and unconditionally accepted Inclusivity for people with disabilities is far from unconditionally accepted .While disability is stigmatised disclosure will continue to be problematic. A discourse of ambivalence surrounds students with mental health issues URL: http://www.sciencedirect.com/science/article/pii/S0883035516300891 Disability power list 2016 Top 100 influential disabled people from the Shaw Trust URL: http://edition.pagesuite-professional.co.uk/launch.aspx?eid=d608dafd-53bd- 46f4-8df5-fc5a8dc9436f The experience of disabled and non-disabled students on professional practice placements in the United Kingdom Hill, Shirley; Roger, Angela Disability & society VOL 31; No. 9 (2016) pp.1205-1225 Abstract: There are limited comparisons between the experience of disabled students in higher education and their non-disabled peers, particularly on practice placements. This article presents the results of such a comparison, across six professional disciplines in one UK university. The results revealed that both disabled
  2. 2. and non-disabled students reported positive placement experiences and also similar difficulties. Such difficulties were exacerbated for some disabled students, however, including as a consequence of the attitudes of others to disability. URL: http://www.tandfonline.com/doi/full/10.1080/09687599.2016.1236718 Policy Could TEF be good news for disabled students? Mclaren, Robert WonkHE blog Discusses the Teaching Excellence framework http://wonkhe.com/blogs/comment-could-tef-be-good-news-for-disabled- students/?mc_cid=72804fbd21&mc_eid=be3f015d6e Assistive technology/ accessibility Accessibility for Electronic Resources Librarians. By: DeLancey, Laura; Ostergaard, Kirsten. Serials Librarian, Oct-Dec2016, Vol. 71 Issue 3/4, p180-185, DOI: 10.1080/0361526X.2016.1254134 Abstract: Electronic resources librarians mediate access to a variety of resources and content ranging from electronic journals and databases provided by publishers and vendors to locally produced web pages, documentation, and instructional videos. Providing accessible resources is essential to ensuring equal access and opportunity for students, faculty, and staff in higher education. This article explains accessibility and provides strategies for creating an accessibility initiative at your college or university. Based on the USA LSE URL: http://www.tandfonline.com.gate3.library.lse.ac.uk/doi/abs/10.1080/0361526X.2016.1 254134 Accessible Options for Deaf People in e-Learning Platforms:Technology Solutions for Sign Language Translation Martins, Paulo; Rodrigues, Henrique; Rocha, Tania; Francisco, Manuela; Morgado, Leonel Procedia computer science VOL 67; (2015) pp.263-272 Abstract: This paper presents a study on potential technology solutions for enhancing the communication process for deaf people on elearning platforms through translation of Sign Language (SL). Considering SL in its global scope as a spatial-visual language not limited to gestures or hand/forearm movement, but also to other non-dexterity markers such as facial expressions, it is necessary to ascertain whether the existing technology solutions can be effective options for the
  3. 3. SL integration on e-learning platforms. Thus, we aim to present a list of potential technology options for the recognition, translation and presentation of SL (and potential problems) through the analysis of assistive technologies, methods and techniques, and ultimately to contribute for the development of the state of the art and ensure digital inclusion of the deaf people in e-learning platforms. The analysis show that some interesting technology solutions are under research and development to be available for digital platforms in general, but yet some critical challenges must solved and an effective integration of these technologies in e- learning platforms in particular is still missing. URL http://ac.els-cdn.com/S1877050915031166/1-s2.0-S1877050915031166- main.pdf Dyslexia Does dyslexia present barriers to information literacy in an online environment? A pilot study Cole, Lynne MacFarlane, Andrew, Buchanan, George Library and Information Research Vol 40, No 123 (2016) Abstract: The skills and attributes required to become information literate have not been analysed from the perspective of information users with cognitive disabilities, such as dyslexia and this research seeks to begin to address this gap in the literature. The results of a pilot study involving fourteen participants, seven dyslexic and seven non-dyslexic adults, are reported here. Participants were interviewed and their online information searching behaviour was observed through the collection of screen recording diaries over the completion period of one higher education assignment. Within the dyslexic group, difficulties were reported and observed in the areas of keyword creation, use of appropriate tools to refine and expand searches and the evaluation of sources. The dyslexics' group low self-efficacy in many of the skills associated with information literacy was discovered to be a notable barrier. URL Open Access http://www.lirgjournal.org.uk/lir/ojs/index.php/lir/article/view/714 Are there delays in reporting dyslexia in university learners? Experiences of university learning support staff Henderson, Paul. Journal of Further & Higher Education. Jan2017, Vol. 41 Issue 1, p30-43.. DOI: 10.1080/0309877X.2015.1023563. Abstract: The number of students entering higher education in the UK has increased over the last few years due to the previous Labour Government directives to widen participation to a range of socially disadvantaged and/or under-represented groups. Dyslexic students form the largest single group of minority students currently entering higher education. However, there are ongoing challenges in identifying and supporting dyslexic students as there no obligation for students to report specific learning needs before or after they enter higher education. In order to cast more light
  4. 4. on this ongoing issue, a small-scale educational research study was undertaken in December 2012 to investigate whether there may be delays in the reporting of dyslexia in learners once they commence higher educational study. The day-to-day working experiences of four support staff based at a learning services department in one UK university were explored. Methodology involved adopting a qualitative exploratory design using digitally recorded semi-structured interviews and a snowball sample. Interview data was analysed using thematic analysis. The key findings of the study indicated that dyslexia was more likely to be reported in the second and third year of a student’s higher educational journey. Further analysis of the study findings indicated a myriad of reasons for delayed or late reporting of dyslexia. Such reasons included maintaining of a non-disabled student identity, financial and/or time constraints or consciously and strategically deciding when to disclose dyslexia to improve final degree classifications. A number of further recommendations are made to enhance inclusive learning and teaching practices LSE URL http://www.tandfonline.com.gate3.library.lse.ac.uk/doi/abs/10.1080/0309877X.2015.1 023563

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