Disability, higher education, libraries, teaching and learning bibliography- September 2017
Disability- higher education, libraries, teaching and learning.
Bibliography- September 2017
Identity and stigma
Bolt, D. (2017). Enabling the classroom and the curriculum: higher education, literary
studies and disability. Journal of further and higher education 41 (4) . 556-565
Abstract: In this article the tripartite model of disability is applied to the lived
experience of twenty-first-century higher education. The tripartite model facilitates a
complex understanding of disability that recognises assumptions and discrimination
but not at the cost of valued identity. This being so, not only the normative
positivisms and non-normative negativisms but also the non-normative positivisms of
the classroom and the curriculum are explored. Inclusion is taken as the starting
point and the argument progresses to a profound and innovational appreciation of
disability. The problem addressed is that inclusion, as shown in The Biopolitics of
Disability, constitutes little more than inclusion-ism until disability is recognised in the
context of alternative lives and values that neither enforce nor reify normalcy.
Informed by this understanding, the article adopts the disciplinary example of literary
studies and refers to Brian Friel’s Molly Sweeney as a primary text. The conclusion is
that, despite passive and active resistance, disability enters higher education in
many ways, most of which are beneficial to students and educators alike
Hengen, S. (2018). Self-advocacy among post-secondary students with disabilities
(Order No. 10261508). Available from ProQuest Dissertations & Theses Global.
(1938318842). Retrieved from
Abstract: Self-advocacy is an important skill that is necessary for individuals to be
able to effectively communicate, negotiate, and assert their interests, desires, needs,
and rights for everyday functioning. This skill is especially important for people with
disabilities for several reasons. People with disabilities must have an accurate
understanding of their abilities and their rights, and be able to speak up in an
appropriate manner when they need assistance or when their rights are violated.
Because family members and teachers often advocate for students with disabilities,
these individuals may or may not independently acquire self-advocacy skills. This
research project had three main purposes. The first was to analyze the demographic
information, services used, and accommodations used by students registered with
the Disability Services Office at the University of Nebraska at Omaha. The second
was to assess the reliability and validity of an adapted version of the Self-Advocacy
Measure for Youth (SAMY; Adams, 2014). The final purpose was to investigate the
relationship between IEP/504 plan involvement prior to attending college and current
self-advocacy skills among participants.
Reed, M..; Kennett, D. (2017) The Importance of University Students' Perceived
Ability to Balance Multiple Roles: A Comparison of Students with and without
Canadian Journal of Higher Education, 47 (2), 71-86
Abstract: Canadian students have academic and non-academic obligations, and their
ability to balance them may impact university experience. Involvement in academic
and non-academic activities, and the perception of balancing them was compared
between students with and without disabilities. Results revealed that both groups of
students participated in employment, social activities, and family obligations.
Furthermore, perceived ability to balance academic and non-academic activities was
associated with higher academic self-efficacy and resourcefulness in all students.
Relative to non-disabled peers, students with disabilities spent fewer hours
participating in non-academic activities, had fewer course hours, but studied as
many hours. Students with disabilities who had difficulties balancing their multiple
roles were less adapted to university. The time to access accommodations for
learning may act as a barrier to adaptation. Creating university policies around
accommodations for learning would benefit students with disabilities, and the
incorporation of resourcefulness and time-management into university curriculum
would benefit all students. [ABSTRACT FROM AUTHOR]
Waterfield, B; Whelan, E. (2017). Learning disabled students and access to
accommodations: socioeconomic status, capital, and stigma
Disability & society 32 ( 7) 986-1006.
Abstract: In the 1990s, Canadian universities began implementing policies to
accommodate learning disabled students. While such policies appear to make post-
secondary education more accessible, students must manage considerable
complexity and absorb social and financial costs to receive accommodations.
Through interviews with learning disabled students, this research explores the
effects of socio-economic status (SES) on how, or whether, students access
accommodations at a Nova Scotian university. Drawing on the work of Bourdieu and
Goffman, this study suggests that SES affects students’ abilities to navigate the
accommodation process successfully, and that accommodation policies, while
important, may not ensure equal access to accommodations.
Evans, N., Broido (2017). Disability in Higher Education: A Social Justice Approach
Abstract: This book examines how disability is conceptualized in higher education
and ways in which students, faculty, and staff with disabilities are viewed and served
on college campuses. Drawing on multiple theoretical frameworks, research, and
experience creating inclusive campuses, this text offers a new framework for
understanding disability using a social justice lens. Many institutions focus solely on
legal access and accommodation, enabling a system of exclusion and oppression.
However, using principles of universal design, social justice, and other inclusive
practices, campus environments can be transformed into more inclusive and
equitable settings for all constituents.
Fossey, E.; Chaffey, L. (2017).Navigating the complexity of disability support in
tertiary education: perspectives of students and disability service staff. International
journal of inclusive education 21, (8) .822-832..
Abstract: Access to education is a right for all students. This right is typically realised
through the provision of disability support and reasonable adjustments to enable
tertiary students with disabilities to participate on an equal footing with their peers.
This paper presents perspectives of disability service staff and students about
implementing and using reasonable adjustments. Data were collected at 2 tertiary
institutions in Australia through interviews with 25 students with disabilities and 7
disability service staff. Data were thematically analysed. The complexity of and
variability in the processes of negotiating and implementing disability support were
identified as an overarching theme in the data. These processes involved engaging
multiple parties. The task of negotiating reasonable adjustments is used to illustrate
some of the complexities inherent in supporting students with disabilities. These
findings challenge existing assumptions that support is easily accessible and simply
provided. They highlight the complexity of using reasonable adjustments, and the
tendency for this to be seen as a student responsibility. Finally, the findings imply
that disability services need to reorient from a focus on care and concern towards a
rights orientation and foster students’ skills in self-advocacy to better enable them to
negotiate without disadvantage.
Kilpatrick, S. Johns, S. (2017) . Exploring the retention and success of students with
disability in Australian higher education
International journal of inclusive education 21 (7), 747-762.
Abstract: The proportion of higher education students with disability is increasing.
We know there is institutional variation in retention and performance of higher
education students with disability, and there is a need to understand the reasons for
this. This exploratory national study examines supports and adjustments provided by
universities, including the role of disability practitioners, influence retention and
performance of students with disability. The study uses a mixed-methods approach.
National equity retention and performance data are analysed by higher education
institution. Qualitative data on institutional policies and practices collected from a
purposive sample of Australian higher education institutions are then analysed.
Findings from the study include identification of factors linked to retention and
performance of students with disability, including different types of disability.
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) (2017). 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.
5 Tips to Help You Build Accessible LibGuides (2107). Springy News, August 2017.
Retrieved from http://buzz.springshare.com/springynews/news-36/tips
Harper, K.; Kurtzworth-Keen, K.; Marable, M. (2017)
Assistive technology for students with learning disabilities: a
glimpse of the livescribe pen and its impact on homework completion.
Education & Information Technologies. 22 (5), 2471-2483.
Abstract: This research investigated the effectiveness of an assistive technology tool,
the Livescribe Pen (LSP), with an elementary student identified with dyslexia. Using
interview and focus group methodologies over the span of one academic year, the
study probed the perceptions of teachers, parent, and child. While the LSP was
primarily utilized for curriculum accessibility and an audio tool to promote academic
independence, the study's findings reveal its impact as an assistive technology on
both academic success for children with disabilities as well as non-academic gains.
These included an increase in independence, more time for social activities, and the
ability to develop strategies for homework success. Most importantly, the academic
team and the parent reported a sense of higher aspirations for this student; ones
they had not thought possible previously. Finally, the study revealed two elements
critically important for students with disabilities. Those are the importance of
fostering communities of support and the importance of self-determination.
Attention-deficit/hyperactivity disorder (ADHD)
Emmers, E.; Jansen, D. ; Petry, K. (2017). Functioning and participation of students
with ADHD in higher education according to the ICF-framework. Journal of further
and higher education. 41 ( 4). 435-447
Abstract: Due to an increasing number of students with ADHD in higher education
and the difficult course of their academic career, a comprehensive overview of
participation and functioning of this group is needed. A comprehensive search was
performed in MEDLINE (PubMed), EMBASE, CINAHL and ERIC electronic
databases in June 2014. This systematic literature review synthesises 22 articles.
Most selected articles focused on body functions and structures (n = 16). If we want
to support students with ADHD in higher education (e.g., by implementing effective
accommodations), it is important to take into account characteristics of the individual
student as well as the environment.
Jansen, D; Petry, K. (2017). Functioning and participation problems of students with
ADHD in higher education: which reasonable accommodations are effective?
European journal of special needs education 32 (1). 35-53.
Abstract: Students with ADHD struggle in higher education as a result of various
functioning and participation problems. However, there are remaining gaps in the
literature. First, it remains unclear how often and during which teaching and
evaluation methods problems arise. Second, we do not yet know which reasonable
accommodations are most effective to deal with the functioning. And third, we do not
know which accommodations are most effective to address participation problems of
students with ADHD in higher education. This study addresses these three gaps in
literature. In total, 86 students with ADHD, 42 student counsellors and 86 students
without a disability participated in a survey-based study. The results show that
students with ADHD most frequently experience problems with sustaining and
focusing attention and it is demonstrated that most problems arise during classical
teaching or evaluation methods. Finally, the perception of the effectiveness of
reasonable accommodations is strongly dependent on which problems students
experience in higher education. These findings suggest that it is important to
consider both personal and environmental characteristics when selecting and
implementing reasonable accommodations
Prevatt, F. ; Smith, S. (2017). ADHD Coaching With College Students:Exploring the
Processes Involved in Motivation and Goal Completion . Journal of college student
psychotherapy 31; (2) 93-111
Abstract: College students with attention-deficit/hyperactivity disorder (ADHD) often
experience increased academic difficulties, which can negatively impact graduation
rates, employment, self-esteem, and mental health. ADHD coaching assists students
with ADHD to reduce such difficulties. The present study evaluated the processes
involved in ADHD coaching by examining undergraduate and graduate level
students (n = 23) who attended individualized ADHD coaching sessions for 8 weeks.
Specifically, the study examined the types of goals established, the use of weekly
objectives (tasks to be completed), barriers to task completion, the use of incentives
and consequences to increase motivation, and the role of task enjoyment and
therapeutic benefit on task completion. The most common goals involved time
management and academic performance. Results showed a significant effect for use
of incentives/consequences on weekly task completion. Therapist-coach ratings
were predictive of task completion, while client ratings were not. The primary barriers
to task completion were lack of motivation and poor time management
Zelenka, Valerie (2017).
Universal Interventions for Students With ADHD—and All Students
Kappa Delta Pi Record , 53 (1). 37-40. Abstract: This article describes effective
classroom intervention strategies for students experiencing symptoms of ADHD,
regardless of the severity and whether the student has a diagnosis of ADHD. These
suggestions incorporate the universal design for learning (UDL) framework. This
framework does not limit interventions to specific learners or learning disabilities, but
provides a set of principles for curriculum development that gives all individuals
equal opportunities to learn.
Vincent, J. ; Potts, M. (2017). I think autism is like running on Windows while
everyone else is a Mac’: using a participatory action research approach with
students on the autistic spectrum to rearticulate autism and the lived experience of
university . Educational action research 25 (2). 300-315. DOI:
Abstract: This co-authored article outlines the research process and key findings
from the Stratus Writers Project, a participatory action research project with a group
of seven students on the autistic spectrum at a university in the North of England.
The project explores their experiences of university through critical autobiographies
and offers unique insider perspectives into some of the key issues, challenges and
Building on a participatory action research approach, the data were collected by the
participants themselves; however, this study departs from traditional research in that
the participants also analysed the data, thus offering rich and potentially overlooked
theoretical knowledge. The article concludes by demonstrating the strength of
participatory action research approaches by identifying the impact that our project
and its findings have had so far.