This document discusses the need for disability awareness training in higher education. It notes an increase in students with disabilities attending university and questions from faculty about how to support these students. Research cited finds that students and faculty often feel awkward around people with disabilities due to lack of understanding and negative attitudes. The document proposes two workshops: the first to address attitudes and myths, and the second to encourage reflection on perspectives of disability and respect for diversity. The goal is to realize inclusive education through dialogue and raise awareness of issues faced by students with disabilities.
Presentation of my experiences as a delegate at the UNESCO World Conference on Education for Sustainable Development in Bonn, Germany, 31.March-3.April 2009, and the linkage to AIESEC as a global leadership development organisation.
Presentation of my experiences as a delegate at the UNESCO World Conference on Education for Sustainable Development in Bonn, Germany, 31.March-3.April 2009, and the linkage to AIESEC as a global leadership development organisation.
For those who feel more than responsible and passionate for Corporate Learning.
In order to make the European economy more efficient and responsible, an initiative group involved in the HRM Expo has established an award that distinguishes ideas that have a pan-European effects and provide new approaches to corporate learning. With the “Leonardo - European Corporate Learning Award“ people are honoured who have initiated and put into practice “beacon projects“ for European education and have thus become benchmarks for other participants throughout Europe, in particular:
- through innovations in the field of “corporate learning”, whose impact extends to other firms and sectors (keywords: knowledge- and talent-management, knowledge partnerships, training and e-learning concepts, life-long learning)
- through services to Corporate Social Responsibility (CSR) and intercultural cohesion in Europe, which serve as examples and have a broader impact, which contribute significantly towards growth and employment in the spirit of the “Europe 2020” Lisbon follow-up strategy.
In 2010, the first “Leonardo – European Corporate Learning Award” was awarded to Prof. Dr. Jacques Delors, former President of the European Commission, for his efforts to anchor the community goals of a European educational policy within the framework of the Maastricht treaties, the UNESCO proclamation for education in the 21st century: The treasures within "Learning to know, Learning to do, Learning to live together, Learning to be. Winner in 2011 was Jimmy Wales, Co-Founder of Wikipedia for brining the wisdom of crowds to centre-stage.
Since 2012 there have been three partly overlapping categories of the Leonardo Award, which is actually no coincidence. The award emphasizes the unique components of each of the award-winning education innovations, which are unified by the Leonardo's holistic spirit:
Leonardo – Thought Leadership
Leonardo - Company Transformation
Leonardo – Crossing Borders
Website: http://www.leonardo-award.eu/content/index_eng.html
Knowledge Management - International University in GermanyCarmen Neghina
Miguel Espinosa, Carmen Neghina, Alina Oprea, Teodora Vasileva
Group presentation - improving knowledge management at the International University in Germany
This is the presentation made by Dr.Deepa Pullanikkatil at the panel discussion in University of Glasgow at the launch of Glasgow Center for International Development in Nov 2017.
The e-booklet contains a description of the project and of the non-formal approaches used and the instant reports on Migration and Citizenship elaborated during the training by the participants.
For those who feel more than responsible and passionate for Corporate Learning.
In order to make the European economy more efficient and responsible, an initiative group involved in the HRM Expo has established an award that distinguishes ideas that have a pan-European effects and provide new approaches to corporate learning. With the “Leonardo - European Corporate Learning Award“ people are honoured who have initiated and put into practice “beacon projects“ for European education and have thus become benchmarks for other participants throughout Europe, in particular:
- through innovations in the field of “corporate learning”, whose impact extends to other firms and sectors (keywords: knowledge- and talent-management, knowledge partnerships, training and e-learning concepts, life-long learning)
- through services to Corporate Social Responsibility (CSR) and intercultural cohesion in Europe, which serve as examples and have a broader impact, which contribute significantly towards growth and employment in the spirit of the “Europe 2020” Lisbon follow-up strategy.
In 2010, the first “Leonardo – European Corporate Learning Award” was awarded to Prof. Dr. Jacques Delors, former President of the European Commission, for his efforts to anchor the community goals of a European educational policy within the framework of the Maastricht treaties, the UNESCO proclamation for education in the 21st century: The treasures within "Learning to know, Learning to do, Learning to live together, Learning to be. Winner in 2011 was Jimmy Wales, Co-Founder of Wikipedia for brining the wisdom of crowds to centre-stage.
Since 2012 there have been three partly overlapping categories of the Leonardo Award, which is actually no coincidence. The award emphasizes the unique components of each of the award-winning education innovations, which are unified by the Leonardo's holistic spirit:
Leonardo – Thought Leadership
Leonardo - Company Transformation
Leonardo – Crossing Borders
Website: http://www.leonardo-award.eu/content/index_eng.html
Knowledge Management - International University in GermanyCarmen Neghina
Miguel Espinosa, Carmen Neghina, Alina Oprea, Teodora Vasileva
Group presentation - improving knowledge management at the International University in Germany
This is the presentation made by Dr.Deepa Pullanikkatil at the panel discussion in University of Glasgow at the launch of Glasgow Center for International Development in Nov 2017.
The e-booklet contains a description of the project and of the non-formal approaches used and the instant reports on Migration and Citizenship elaborated during the training by the participants.
2. INHOUD
1. Support Center
Support all Flemish higher
education institutions
1.Support Center
2.Need for awareness
3.Workshop 1.0
4.Unintentionally…
5.Workshop 2.0
3. INHOUD
1. Support Center
Goals?
Realize inclusive higher education
Equal opportunities
Full participation
1. Support Center
2. Need for
awareness
3. Workshop 1.0
4. Unintentionally…
5. Workshop 2.0
6. INHOUD
1. Support Center
Part of an international network:
www.thelinknetwork.eu
1. Support Center
2. Need for
awareness
3. Workshop 1.0
4. Unintentionally…
5. Workshop 2.0
7. INHOUD
2. Need for awareness…
Increased enrollment among
students with a disability in higher
education.
“Students with disability find their way to
university” (29/11/2011)
1.Support Center
2.Need for awareness
3.Workshop 1.0
4.Unintentionally…
5.Workshop 2.0
8. INHOUD
2. Need for awareness…
Questions…
What are the appropriate adjustments
for (all) students with label dyslexia?
What to do when an autistic student
comes into my class?
How to handle with
students with ADHD?
…
1.Support Center
2.Need for awareness
3.Workshop 1.0
4.Unintentionally…
5.Workshop 2.0
9. INHOUD
2. Need for awareness…
International research
“students and faculty still feel
awkwardness, embarrassment, or pity
when interacting with persons with
disabilities” (Bruder & Mogro-Wilson,
2010)
“Students and faculty voiced concern
that their actions or conversation
might have been inappropriate.”
(Bruder & Mogro-Wilson, 2010)
1.Support Center
2.Need for awareness
3.Workshop 1.0
4.Unintentionally…
5.Workshop 2.0
10. INHOUD
2. Need for awareness…
“students’ experiences in higher
education depended to a great extent
on the level of awareness of the
members of the staff they came into
contact with.” (Tinklin & Hall, 1999)
“Negative attitudes were the single
biggest barrier reported by
participants” (Hanafin et al., 2007)
“Attitudinal barriers' is recognized
widely as an impediment to success of
persons with disabilities” (Rao, 2004)
1.Support Center
2.Need for awareness
3.Workshop 1.0
4.Unintentionally…
5.Workshop 2.0
11. INHOUD
2. Need for awareness…
“Faculty at institutions of higher
education need to be better informed
to improve their attitudes” (Rao, 2004)
“… findings indicate that students
and faculty would benefit from, for
example a disability awareness
campaign aimed at students and
faculty to increase interaction and
understanding of disability.” (Bruder &
Mogro-Wilson, 2010)
1.Support Center
2.Need for awareness
3.Workshop 1.0
4.Unintentionally…
5.Workshop 2.0
12. INHOUD
2. Need for awareness…
“Attention needs to be paid to
raising awareness amongst all staff
of the institution, including
academic, support and service
staff.” (Tinklin & Hall, 1999)
“…address the challenge of how
genuinely to celebrate and
embrace differences among
students.” (Tinklin & Hall, 1999)
1. Support Center
2. Need for
awareness
3. Workshop 1.0
4. Unintentionally…
5. Workshop 2.0
13. INHOUD
2. Need for awareness…
Flemish research (Soetaert, 2011):
“There’s often a lack of
understanding, when I say ‘I have
autism’, they instantly have an
image of a person who’s sitting in
the corner of the room. All those
prejudices, it’s not nice.”
“That’s not possible, dyslexia
doesn’t exist.”
1.Support Center
2.Need for awareness
3.Workshop 1.0
4.Unintentionally…
5.Workshop 2.0
14. INHOUD
2. Need for awareness…
Flemish research (Soetaert, 2011):
“They see a healthy person, but
actually I’m not healthy. (…) I think
it would be easier if I had lost a
leg, so they can see there is
something.”
“I had an attack and I heard her say:
“Ah that’s not epilepsy” or “He shows
off”. You also get those kind of
comments.”
1.Support Center
2.Need for awareness
3.Workshop 1.0
4.Unintentionally…
5.Workshop 2.0
15. INHOUD
3. Workshop 1.0
Make persons aware of their
attitude towards persons with a
disability.
Tips and advice.
1.Support Center
2.Need for awareness
3.Workshop 1.0
4.Unintentionally…
5.Workshop 2.0
16. INHOUD
3. Workshop 1.0
Terms
Stereotypes
Barriers
Disability as a social construct
Ableism
Tips
1.Support Center
2.Need for awareness
3.Workshop 1.0
4.Unintentionally…
5.Workshop 2.0
17. INHOUD
4. Unintentially …
As a reflective practitioner…
1.Support Center
2.Need for awareness
3.Workshop 1.0
4.Unintentionally…
5.Workshop 2.0
18.
19. INHOUD
4. Unintentially…
Myths:
They are helpless and depending on
us…
They play the victim role to receive
an allowance and additional support.
1.Support Center
2.Need for awareness
3.Workshop 1.0
4.Unintentionally…
5.Workshop 2.0
21. INHOUD
5. Workshop 2.0
Encourage people to reflect.
Perspectives on disability.
Construction of categories.
Own attitudes.
Non-stereotypical depiction.
Respect for diversity
1.Support Center
2.Need for awareness
3.Workshop 1.0
4.Unintentionally…
5.Workshop 2.0
23. INHOUD
5. Workshop 2.0
1.Support Center
2.Need for awareness
3.Workshop 1.0
4.Unintentionally…
5.Workshop 2.0
Can you find the person with
a disability?
24. INHOUD
5. Workshop 2.0
1.Support Center
2.Need for awareness
3.Workshop 1.0
4.Unintentionally…
5.Workshop 2.0
Difference
Differenciation
32. “The map of a nomadic topos is unlike any other
map; it is at once map and territory. It is
onrepresentational, which is to say, it does not
represent but makes connections and projects new
lines of flight. Each concept in the map is also a
living circuit of becoming, rather than a dead icon.
It is a becoming-map — therefore, one cannot
read this map with the idea of a referent; one can
only experiment with it, insert oneself into the
making of it even as one constructs it.
(Roy, 2003, p.80, cited in Steeves, 2012).
34. Thank you for your attention!
Contact details
Leen.Thienpondt@siho.be
info@siho.be
www.siho.be and follow us on
Editor's Notes
References: Allan (2010). Rethinking Inclusive Education. The Philosophers of Difference in Practice. Dordrecht: Springer Bruder, M.B. & Mogro-Wilson, C. (2010). Student and faculty awareness and attitudes about students with disabilities. The Review of Disability Studies: An International Jouranal, 6 (2), 3-13. Davies, B. (2009). Difference and differenciation. In: Davies, B. & Gannon, S. (Eds.). Pedagogical encounters. New York: Peter Lang Publishers. Hanafin, J., Shevlin, M., Kenny, M. & Mc Neela, E. (2007). Including young people with disabilities: Assessment challenges in higher education. High Educ, 54, 435-448 . Rao, S. (2004). Faculty Attitudes and Students with Disabilities in Higher Education: a Literature Review. College Student Journal, 38, 191-198. Roy, K. (2003). Teachers in nomadic spaces: Deleuze and curriculum. New York, NY: Peter Lang. Soetaert, J. (2011). Verder studeren is… Een kwalitatief onderzoek naar de beleving van studenten met een functiebeperking in het Vlaamse hoger onderwijs. [Masterproef] Tinklin, T. & Hall, J. (1999). Getting Round Obstacles: disabled students ’ experiences in higher education in Scotland. Studies in Higher Education, 24 , 183-194. Van Hove, G., De Schauwer, E., Mortier, K., Claes, L., De Munck, K., Verstichele, M., Vandekinderen, C., et al. (2012). Supporting gaduate students toward a “ pedagogy of hope ” : resisting and redefining traditional notions of disability. REVIEW OF DISABILITY STUDIES, 8(3), 45–54.