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Disability, higher education, libraries, teaching and learning bibliography- September 2017

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Disability, higher education, libraries, teaching and learning - September 2017

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Disability, higher education, libraries, teaching and learning bibliography- September 2017

  1. 1. 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 http://dx.doi.org/10.1080/0309877X.2015.1135888 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 https://search.proquest.com/docview/1938318842?accountid=9630 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
  2. 2. 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 Disabilities. Canadian Journal of Higher Education, 47 (2), 71-86 URL: http://journals.sfu.ca/cjhe/index.php/cjhe/article/view/187965 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. http://dx.doi.org/10.1080/09687599.2017.1331838 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. Policy Evans, N., Broido (2017). Disability in Higher Education: A Social Justice Approach Jossey-Bass. 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
  3. 3. 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.. http://dx.doi.org/10.1080/13603116.2017.1278798 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. http://dx.doi.org/10.1080/13603116.2016.1251980 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. http://dx.doi.org/10.1080/08856257.2016.1254969
  4. 4. 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. Accessibility 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. DOI: 10.1007/s10639-016-9555-0 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
  5. 5. http://dx.doi.org/10.1080/0309877X.2015.1117600 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. http://dx.doi.org/10.1080/08856257.2016.1254965 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 http://dx.doi.org/10.1080/87568225.2016.1240597 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
  6. 6. 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. Autism 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: 10.1080/09650792.2016.1153978 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 successes. 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.

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