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Disability Higher Education teaching and Learning Bibliogtraphy - November/ December 2019

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Disability Higher Education teaching and Learning Bibliogtraphy - November/ December 2019

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Disability Higher Education teaching and Learning Bibliogtraphy - November/ December 2019

  1. 1. Disability- Higher Education, Libraries, Teaching and Learning. Bibliography –November/ December 2019 Policy Campbell, S (10 December 2019). The accessible campus may be an impossible dream Retrieved from: https://www.timeshighereducation.com/opinion/accessible-campus- may-be-impossible-dream Abstract: The UK’s support system for disabled students puts the focus on institutional capacity rather than student need, says Stephen Campbell Teachingand Learning Hope, J. (2019). Meet the needs of disability services coordinators for better student services, staff retention. Disability Compliance for Higher Education, 25 (5) 4-5, DOI: 10.1002/dhe.30753 Abstract: Being a disability services coordinator is a demanding job. As a supervisor, consider what you can do to support your DS coordinators. Kathy Loder‐Murphy, M.A., Assistant Director of the Office of Disability Services at Rutgers, The State University of New Jersey, gave tips for supporting these members of your team at a session at the Association for Higher Education And Disability annual conference. [ABSTRACT FROM AUTHOR] Kimball, E. (2019) College experiences for students with disabilities: an ecological synthesis of recent literature Journal of College Student Development, 60(6), 674-693 Abstract: The number of studies focused on the postsecondary experiences of students with disabilities has grown rapidly in recent years. This study reports the results of a qualitative content analysis of disability-focused articles appearing in 7 leading higher education and student affairs journals from January 2011 through December 2018. Findings describe authorship, methods, and major contributions of these journal articles. An ecological synthesis of major findings is presented in order to structure implications for research and practice. [ABSTRACT FROM AUTHOR] Autism Anderson A.H. (2019). An on-line survey of university students with autism spectrum disorder in Australia and New Zealand: characteristics, support satisfaction, and advocacy. Journal of Autism and Developmental Disorders, October 2019 https://link.springer.com/article/10.1007/s10803-019-04259-8 Abstract: An on-line survey of 102 (51 females; undergraduate and graduate) university students with ASD across Australia and New Zealand examined student
  2. 2. characteristics and satisfaction with academic and non-academic supports. A broad range of disciplines were studied, and the participants’ reported strengths included a passion for learning, strong technology skills, and creative thoughts. The participants’ greatest concerns were academic requirements and mental health, including high rates of self-harm and suicidal ideation. Despite support satisfaction ratings being high, support usage was low, possibly indicating a mismatch of supports and needs, lack of awareness of available supports, and/or poor advocacy skills. Assistive Technology Alexander, H (2019). Image description in 5 charts and 3 equations [Powerpoint] Abstract: Retrieved from : https://www.slideshare.net/heatherdawson/image- description-in-5-charts-and-3-equations Presentation by Huw Alexander textbox on creating alternative descriptions for complex images . 27 November 2019 for ALISS http://www.alissnet.com Disability Forum Mannion, A (26 November 2019) Culture boosts compliance in HE and the Public Sector . Retrieved from: https://www.abilitynet.org.uk/news-blogs/culture-boosts-compliance-he-and-public- sector Abstract: Universities are also working hard to ensure their websites and virtual learning environments (VLEs) comply with new public sector digital regulations. McNaught, A . (9 December 2019) Copycat or catalyst? Accessibility statements that transform Retrieved from: https://www.linkedin.com/pulse/copycat-catalyst-accessibility- statements-transform-alistair-mcnaught/ Abstract: Accessibility statements are a legal requirement for UK public sector bodies. In some organisations they will help transform practice and impact positively on user experiences. What have these organisations got right? Alistair McNaught explores the art of firemaking to explore accessibility statements that transform practices. UK Association for Accessible Formats (UKAAF) (2019). Creating clear print and large print documents: Guidance from UKAAF Retrieved from: https://www.ukaaf.org/wp-content/uploads/G003-UKAAF-Creating- clear-print-and-large-print-documents-v2.pdf Dyslexia Ryder, D. (2019). UK higher education lecturers' perspectives of dyslexia, dyslexic students and related disability provision Journal of Research in Special Educational Needs 19 (3), 161-172
  3. 3. Abstract: Dyslexia is a controversial concept. In UK universities, the number of students possessing a dyslexia diagnosis continues to increase. Legislation requires that teaching staff adapt their pedagogic practices to effectively include students so diagnosed. These actions depend on lecturers having up‐to‐date knowledge of what the dyslexia label currently means. This study explored the nature and extent of UK lecturers’ awareness of, and attitudes towards, dyslexia and dyslexic students. One hundred and sixty‐four lecturers working within a range of disciplines in 12 UK universities were surveyed via an online questionnaire. The findings revealed a high degree of positivity towards dyslexic students and academic accommodations like reasonable adjustments. The positivity, though, was typically underpinned by inadequate awareness of current dyslexia research knowledge. Notable consequences included confusion and feelings of inadequacy around how best to meet the needs of dyslexic students, a resultant reliance on generic reasonable adjustments, and disinclination to fully engage with related equity issues. The study’s quantitative estimate of the extent of these findings, together with its analysis of cross and inter‐institutional differences, adds a new dimension to existing knowledge in the field. It has serious implications for the overall quality and equality of teaching and learning in higher education. Wellbeing/ MentalHealth Jao, N. (2019). Unhealthy behavior clustering and mental health status in United States college students. Journal of American College Health. 67 (8), 790-800.DOI: 10.1080/07448481.2018.1515744. Abstract: Objective: Examine the association of health risk behavior clusters with mental health status among US college students. Participants: 105,781 US college students who completed the Spring 2011 National College Health Assessment. Methods: We utilized the latent class analysis to determine clustering of health risk behaviors (alcohol binge drinking, cigarette/marijuana use, insufficient physical activity, and fruit/vegetable consumption), and chi-square and ANOVA analyses to examine associations between the class membership and mental health (mental health diagnoses, psychological symptoms, and self-injurious thoughts/behaviors). Results: Three classes were identified with differing rates of binge drinking, substance use, and insufficient physical activity but similar rates of insufficient fruit/vegetable consumption. Students classified with the highest rates of binge drinking and cigarette/marijuana use had the highest rates across all mental health variables compared to other classes. Conclusions: Students who reported engaging in multiple health risk behaviors, especially high alcohol and cigarette/marijuana use, were also more likely to report poorer mental health. [ABSTRACT FROM AUTHOR] Kafka, A. (2019) Stanford's new policy for student mental-health crises is hailed as a model. Chronicle of Higher Education, 66 (7) Abstract: It resulted from the settlement of a class-action lawsuit brought by students who said they had been coerced into taking involuntary leaves and had been unfairly blamed and punished for appropriately seeking help. [ABSTRACT FROM AUTHOR]
  4. 4. Thompson, M.; Her, P. (2019). College student psychological distress: relationship to self‐esteem and career decision self‐efficacy beliefs. Career Development Quarterly, 67 (4). 282-297, DOI: 10.1002/cdq.12199 Abstract: College students experience a number of stressors, such as adjustment to a new environment, postgraduation planning, and the balancing of changing roles and responsibilities. These stressors may contribute to increased rates of psychological distress that have implications for their educational and career development. The purpose of this study was to extend understanding of the nature of the relationships among psychological distress, self‐esteem, and career decision self‐efficacy (CDSE) beliefs. Results from 292 undergraduate students demonstrated support for the proposed hypotheses. Psychological distress negatively related to self‐esteem and to CDSE. Self‐esteem was positively related to, yet distinct from, CDSE, and both self‐esteem and psychological distress contributed unique variance to the prediction of CDSE. Results highlight the importance of attending to student psychological distress in the provision of career counseling services. Future research that centralizes mental health is needed to better understand relationships among career development processes over time and within diverse student populations. [ABSTRACT FROM AUTHOR]

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