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Disability, Higher, education, teaching and learning bibliography October 2020


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Disability, Higher, education, teaching and learning bibliography October 2020

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Disability, Higher, education, teaching and learning bibliography October 2020

  1. 1. Disability- Higher Education, Libraries, Teaching and Learning. Bibliography October 2020 Teachingand Learning Brunskill, A. (2020) "Without that detail, I'm not coming": the perspectives of students with disabilities on accessibility information provided on academic Library websites College & research libraries, 81 (5), 768-788 Jul 2020 Retrieved from: Abstract: Although most academic library websites include a webpage of information intended for users with disabilities, no research was located that solicited feedback about users’ needs or preferences for these pages. To address this discrepancy, 12 university students with disabilities were interviewed about their perspectives on navigation, search terms, organization, desired content, and the overall look and feel for such a webpage. These interviews revealed numerous important considerations around accessibility and inclusivity, and a list of recommendations was compiled. Golan, M; Singer, G; Rabin, N; Kleper, D.(2020) Integrating actual time usage into the assessment of examination time extensions provided to disabled college engineering students. Assessment & evaluation in higher education, 45 (7), 988-1000, DOI: 10.1080/02602938.2020.1717434 Abstract In this study, we suggest combining the monitoring of actual examination time used with grades in order to assess examination time extensions in terms of access provision and expected outcome. Using naturally-occurring data collected from a large sample (N = 2315) of undergraduate engineering students, we argue that extended examination time may be regarded as providing equal access when a disabled student actually utilizes more examination time than a normally achieving student, regardless of the grade obtained. We further argue that extended examination time may be regarded as resulting in the expected outcome when a disabled student either (a) utilizes less or equal examination time and achieve grades that are lower than a normally achieving student, or (b) utilizes more examination time and achieve grades that are equal to a normally achieving student. In our data, equal access was provided in all courses (i.e. disabled students utilized more time than normal achievers), but the expected outcome (i.e. equal grades) was not observed in software and English examinations. The results of this study emphasize the importance of monitoring actual time usage in addition to performance measures when assessing examination time extensions. . Johnstone, C. Edwards, Paul.(2020) Accommodations, accessibility, and culture: increasing access to study abroad for students with disabilities Journal of studies in international education, 24 (4), 424-439
  2. 2. Abstract: Student mobility is a key aspect of internationalization of higher education. Within the broad population of students who have the opportunity to study abroad, however, there are particular groups who are under-represented. In the United States, for example, approximately 11% of undergraduate students in postsecondary degree-granting institutions have disclosed that they have a disability, yet only 8.8% of those who study abroad disclosed to having a disability to their home institutions. To better understand why under-representation may be occurring, this article examined study abroad through Schwanke, Smith, and Edyburn’s “A3” model of inclusive education, which highlights efforts of institutions related to advocacy, accommodations, and accessibility. Findings indicate that institutions—even those with strong reputations in study abroad for students with disabilities—are heavily focused on ensuring appropriate accommodations for students and only beginning to explore the design of programs through the lens of accessibility. Implications for international education units, such as the role of partnership building and commitment to Universal Design principles, are discussed. Annie Mannion (22 Oct 2020) New research reveals tough situations for many disabled students disabled-students Arriving at thriving? That is the upbeat title of the Higher Education Commission’s research into “learning from disabled students to ensure access for all”. But the content of the research report is far from upbeat. The report admits that “Many of our findings make hard reading, and we cannot shy away from the fact that our evidence demonstrates an unhappy situation for many disabled students.” Includes link to webinar held on Tuesday 27 October, 1pm, where can find out more about the report and learn about your next steps to address its findings. Assistive Technology Havens, Greg. (2020) Universal design in the age of COVID-19: Changes are demanding that campuses include all learners Planning for higher education, 48 (4) 14-24 Abstract: In context of COVID-19, institutions are developing new approaches to online learning at an unprecedented pace. Looking ahead, this great experiment may offer lessons for broadening the definition of accessibility. Three decades after the Americans with Disabilities Act established minimum accessibility standards for the built environment, this moment of accelerated change presents a unique opportunity to utilize hybrid delivery models and universal design principles to rethink accessibility. Sasaki principal Greg Havens examines how continued emphasis on improvements to the physical environment, when combined with hybrid learning and services, could transform the way we plan the human-centered, accessible campuses of tomorrow How to do accessible social media
  3. 3. This AbilityNet webinar took place on Tuesday 20 October 2020, The site includes the recordings and powerpoint slides Autism Anderson,A .; Stephenson, J.; Carter, M. (2020) Perspectives of former students with ASD from Australia and New Zealand on their university experience Journal of Autism and developmental disorders, 50 (8) 2886-2901 Abstract The university experience of students with ASD was explored through a qualitative study of 11 former university students and six significant others from Australia and New Zealand. A range of key issues were identified including difficulties encountered when studying, reasons for completion and non-completion, supports used, and coping strategies used by the participants. Many switched to part-time to manage their poor mental health and/or executive function and most had slow rates of progress. Also, some felt they had made poor discipline choices. The participants offered suggestions for future students and for making universities more autism friendly, and the possible need for transition and more structured study supports was identified Wellbeing/ MentalHealth Abu-Raiya, H; Ayten, A.(2020) Religious involvement, interpersonal forgiveness and mental health and well-being among a multinational sample of Muslims. Journal of happiness studies. 21, 3051-3067DOI: 10.1007/s10902-019-00213-8. Abstract: This study tested the links between religious involvement (assessed by religious beliefs and religious practices) and life satisfaction and generalized anxiety, and whether these links are mediated by interpersonal forgiveness. It utilized a sample of 706 university students recruited in three Muslim countries: Israel/Palestine, Turkey and Malaysia, and applied a cross-sectional methodology. Participants provided demographic information, and completed measures of religious beliefs, religious practices, interpersonal forgiveness (which is composed of three factors: hopefulness, avoidance, vengeance), life satisfaction and generalized anxiety. The findings indicated a positive link between religious practices and life satisfaction and a negative link between religious practices and generalized anxiety. Religious beliefs were positively tied to life satisfaction and unrelated to generalized anxiety. The hopefulness and avoidance factors of interpersonal forgiveness partially mediated the links between religious practices and life satisfaction, and the avoidance factor partially mediated the link between religious practices and generalized anxiety. On the other hand, none of the interpersonal forgiveness factors mediated the links between religious beliefs and both outcome measures. The findings suggest that religious practices have stronger connections with the health and well-being of Muslims, and that interpersonal forgiveness is one explanatory mechanism through
  4. 4. which religious involvement is linked to health and well-being among this religious group. Eley, D.; Bansal, V; Leung, J.(2020) Perfectionism as a mediator of psychological distress: Implications for addressing underlying vulnerabilities to the mental health of medical students Medical teacher. 42(11), 1301-1307. 10.1080/0142159X.2020.1805101. Abstract: Medical students have personalities that are often shown to be perfectionistic. Perfectionism can manifest as maladaptive and lead to psychological distress. This study examined the mediating role of perfectionism on the association between personality trait profiles and levels of psychological distress. Sonnone, W. Ashley; Rochford, J.. (2020) Wellness at universities: A group art therapy approach Journal of college counseling, 23 (2), 168-179 Abstract: Art therapy process groups can be used at university counseling centers (UCCs) to treat the mental health needs of higher education students. The authors, art therapists employed at a UCC, developed an art therapy group to engage undergraduate students in creative self‐expression to increase social connection and learn healthy skills to improve insight and emotional well‐being. Such groups offer unique benefits to participants and would be a valuable addition to current UCC services