Successfully reported this slideshow.
You’ve unlocked unlimited downloads on SlideShare!
Disability, Higher education, libraries, teaching and learning bibliography January 2017
Disability- higher education, libraries, teaching and learning.
Bibliography- January 2017
Identity and stigma
Donlan, M. J. (2017). Voiceless in medical school: Students with physical disabilities.
(Available from ProQuest Dissertations & Theses Global. (1860895214). Retrieved
Abstract: Students with physical disabilities are underrepresented in medical school.
Individuals with physical disabilities have largely been left out the diversity
movement, which has increased access to medical education for women and
minority students (Steinberg, Iezzoni, Conill, & Stineman, 2010). For students with
physical disabilities who are admitted, not much is known about their experiences,
thus the focus of this study was to explore the medical school experiences of
individuals with physical disabilities. As the theoretical framework, the social model
of disability as developed by Oliver (2009) allowed for an examination of how
medical students with physical disabilities experienced the medical school
For this study, I utilized a qualitative approach as a guide. Seven former medical
students, six males and one female, with physical disabilities were interviewed about
their experiences through medical education, from their efforts to gain admission to
medical school, through their didactic and clinical education and training, and
ultimately to their practice as a physician. The stories of the participants created a
narrative account of the subjective meaning they created. This research found that
although deficit models of disability persist in society, each participant overcame
their physical impairment, and societal barriers, physical and social, to complete
medical school and residency programs.
Each participant found success through a combination of alternative methods of
acquiring knowledge and performing medical procedures, internal motivation and
determination, and the support of allies. The findings demonstrate that the structural
and social construction of the medical school environment is inhospitable to
individuals with physical disabilities.
Teaching and Learning
Eitzen, Amy M.; Kinney, Marcey A.; Grillo, Kelly J.. Change. (2016)
Changing the Praxis of Retention in Higher Education: A Plan to TEACH
All Learners. Change, Vol. 48 (6), 58-6610.1080/00091383.2016.1247584
Abstract:The article describes changing the retention practice of "At-risk" students in
higher education, which include students of color, low income students and students
with disabilities. Topics discussed include the universal design for learning (UDL)
defined by the Higher Education Opportunity Act, the three-tier approach to UDL
implementation and a sample timeline of three years for university wide
implementation. USA focus.
Hewett, Rachel; Douglas, Graeme; McLinden, Michael; Keil, Sue. (2017).
Developing an inclusive learning environment for students with visual impairment in
higher education: progressive mutual accommodation and learner experiences in the
European Journal of Special Needs Education. Feb 2017, Vol. 32 (1) , 89-109 DOI
Abstract: Drawing on the findings of a unique longitudinal qualitative study, this
article investigates the experiences of 32 young people with visual impairment (VI) in
higher education (HE) in the United Kingdom (UK) to explore how well they were
able to participate on their courses. We propose and apply a Bioecological Model of
Inclusive HE to interpret these experiences and examine how accommodations were
made to facilitate participation. Focusing specifically on ‘curriculum access’, the
results highlight the importance of accommodations that are progressive and mutual.
The accommodations come in many forms and include: the provision of resources
through nationally based schemes (e.g. the Disabled Students Allowance in the UK);
the support, adjustments and anticipatory adjustments HE institutions should
provide; and the study skills and independence skills individual students should be
able to act upon. The findings showed that while the majority of participants reported
that their HE institution made some adjustments to enable them to access their
course, a lack of anticipatory adjustments created barriers. The most common
compensation for this barrier was to provide deadline extensions, often resulting in
additional pressure on other aspects of the course. Interviews with university staff
highlighted limited specialist knowledge and resources within their institutions to
enable accommodations for students with VI and, more broadly, understanding of
how to develop an inclusive learning experience. The findings also highlighted
expectations made of the learner, particularly being able to explain their required
adjustments and having well-developed independent study skills. The paper has
particular relevance to HE institutions in that it provides a model to aid interpretation
of their role in creating an inclusive learning experience for students with VI. It also
offers a reference point for professionals supporting young people with a broader
range of disabilities in considering how best to prepare them for life after compulsory
Koca-Atabey, Mujde. (2017)
Re-visiting the role of disability coordinators: the changing needs of disabled
students and current support strategies from a UK university.
European Journal of Special Needs Education. 32 (1) 137-145
Abstract: This study aimed to investigate the system designed to support disabled
university students from the perspective of disability coordinators. The research on
this topic specifically is limited. Disability coordinators from a particular UK university
were interviewed to better understand the support system from their own
perspective. Interpretative Phenomenological Analysis (IPA) was conducted to
reveal themes related to supporting students. IPA is a tool to understand
participants’ social and emotional world. The final themes were: interest in and
internal motivation regarding disability issues; flexibility and disability; personal
experiences of disability; good practices; and finally, time and disability. The theme
time and disability appeared as a separate theme but also was embedded within the
whole analysis. In addition, the results indicated that the support issue is dynamic in
nature and that student needs continuously change as new needs emerge. The
demographic characteristics of disabled university students have changed over time.
Students are also increasingly more competent at using technology. Consequently,
disability coordinators should be more active and provide faster solutions to meet
higher expectations. The results and policy implications of this study are discussed
with reference to the impact of time, change and context
Exam access for students with vision impairment: planning and applying for
Abstract: Anna Pilson, a Qualified Teacher of Children and Young People with Vision
Impairment from Sheffield, discusses how to prepare and apply for access
arrangements and modified papers for candidates with vision impairment.
Assistive technology/ accessibility
Mancil, G. Richmond; Lorah, Elizabeth R.; Whitby, Peggy Schaefer (2016)
Effects of iPod Touch™ Technology as Communication Devices on Peer
Social Interactions across Environments
Education and Training in Autism and Developmental Disabilities, 51 (3 ), 252-264
Abstract: The purpose of the study was to evaluate the use of the iPod
Touch™ as a Speech Generated Device (SGD) for Functional Communication
Training (FCT). The evaluation of the effects on problem behaviour, the
effects on generalization and maintenance of the acquired communication
repertoire, and the social initiations of peers between the new SGD
(iPod Touch™) and traditional devices were conducted. The study
demonstrated that the iPod Touch™ produces higher levels of peer
interactions when compared to the Dynavox. These effects maintained and
generalized for all three participants. Additionally, the use of the
iPod Touch™ as a SGD is effective for the use of FCT. Finally, the
study offered support for the social validity of the use of the iPod
Touch™ and application GoTalk as a SGD, as all teachers and student
participants demonstrated preference for the device when compared to
the Dynavox as a SGD.
Home Office. Digital (2016)
Dos and don’ts of designing for accessibility
The dos and don’ts of designing for accessibility are general guidelines, best design
practices for making services accessible in government. Currently, there are six
different posters in the series that cater to users from these areas: low vision, D/deaf
and hard of hearing, dyslexia, motor disabilities, users on the autistic spectrum and
users of screen readers.
Easy Checks – A First Review of Web Accessibility.
WAI’s Education and Outreach Working Group
Abstract: This resource helps you start to assess the accessibility of a web page.
The update includes a new check on Moving, Flashing, or Blinking Content and
instructions for the Web Developer Toolbar for multiple browsers.Also available
Web Accessibility First Aid: Approaches for Interim Repairs
is intended to help with the situation: “I need to make my website accessible and I
don’t even know where to start!” It provides guidance on addressing short-term
Developing Organizational Policies on Web Accessibility
https://www.w3.org/WAI/impl/pol helps develop a simple or comprehensive web
accessibility policy for an organization.
Planning and Managing Web Accessibility
https://www.w3.org/WAI/impl/ helps integrate accessibility throughout the web
production process. It applies to individual projects and at the organizational level.
Disability, Higher education, libraries, teaching and learning bibliography January 2017