This document contains abstracts from several sources related to disabilities in higher education, libraries, teaching and learning. The abstracts discuss topics such as: - Government considerations in the UK to remove the need for assessments for students with dyslexia to receive financial support. - Experiences of disabled students in Norwegian higher education and barriers they face. - Inclusion of students with disabilities in South African universities and policies to support their needs. - Effects of faculty training programs on inclusion of disabled students. - Tools and guidelines to improve accessibility of online information for disabled users. - Support services and accommodations preferred by college students with autism spectrum disorder. - Assessment of quantity, quality and readability of online

1. Disability- higher education, libraries, teaching and learning.
Bibliography- March 2018
Policy
Disabled Students' Allowance. (2018)
Education Journal. 332, 29-29
Abstract: The article discusses what consideration has been taken by the
government of Great Britain to remove the need for candidates for higher education
with dyslexia and other specific learning disabilities to pay for assessments for the
disabled students' allowance. The said consideration provides that students had an
existing diagnosis that had been acquired before the age of 16. Lord Howarth of
Newport also argued that there should be continuity of support for people with such
disabilities.
Langørgen, E.; Magnus, E. (2018)
'We are just ordinary people working hard to reach our goals!' Disabled students'
participation in Norwegian higher education.
Disability & Society
Vol. 33 (4) , 598-617. 20p. DOI: 10.1080/09687599.2018.1436041.
Abstract: In this article we shed light on the experiences of disabled students
attending professional courses in higher education in Norway. The findings from this
empirical study are based on interviews with 14 students with diverse impairments,
ranging from the visible to the invisible. They faced barriers that they resolved to
address on their own, using their capabilities and working 'in silence' to meet the
expectations of normal students in academia as strong and independent. In addition
to their own motivation and self-determination, what facilitated their progress in their
studies was that some of the staff and fellow students met them respectfully as
ordinary students, while recognizing their strain and providing support without calling
attention to it. Leaning on the Nordic Relational Model of Disability, we call for
greater awareness of the complex interactional processes between the disabled
students and people in their social environment.
Mutanga, O. (2018)
Inclusion of students with disabilities in South African higher education International
Journal of Disability, Development and Education, 65 (2) 229-242
Abstract: Globally, few students with disabilities progress to higher education. This is
mostly due to avoidable barriers they face as they navigate different educational
structures from lower levels. Even for those few students who make it to higher
education, they continue to face challenges. A qualitative study was carried out at
the University of the Free State and the University of Venda. Fourteen students with
disabilities took part in this research that was aimed at exploring their academic and

2. life experiences. This article interrogates the inclusion of students with disabilities at
two South African universities. This article is timely as South Africa has initiated the
development of a national policy framework on disability in the post-school education
and training systems. It highlights some of the areas where inclusive policies should
pay attention in an effort to fully cater for the needs of students with disabilities.
Teachingand Learning
Mori?a, A,l; Carballo, R.(2017)
Evaluation and program planning 65; 77-8
Abstract: The impact of a faculty training program on inclusive education and
disabilityThis paper describes the knowledge gained by 20 faculty members
following their participation in a training program on inclusive education and
disability. The study, which was conducted at an university in Spain, aimed to
design, implement and evaluate a program for training faculty members to respond
in an inclusive manner to the needs of students with disabilities. An initial, formative
and summative qualitative evaluation was carried out and four instruments were
used for collecting the data: group and individual interviews, written open-ended
questionnaires and observations. The data were analyzed inductively, using a
category and code system. The results reveal that, after the training program, faculty
considered what they had learned to be useful for their professional practice and
highlighted that they felt better-informed and better-trained in relation to disability and
were more aware of the needs of students with disabilities. Finally, in the conclusions
section, the paper discusses the results in relation to those reported by other studies,
and offers some recommendations for universities planning to implement training
policies designed to build more inclusive learning environments
Assistive Technology
Aspire: Accessibility statements promoting improved reading experiences
Retrieved from
https://www.learningapps.co.uk/moodle/xertetoolkits/play.php?template_id=1856
Abstract: ASPIRE launched at London Bookfair Accessibility seminar. Opportunity
for suppliers to identify, collate and communicate their accessibility information
RNIB image descriptions on twitter
(22 Feb 2018) [Web blog]
http://www.rnib.org.uk/rnibconnect/image-descriptions-twitter-a-quick-guide
Maya-Liam Haynes from RNIB’s Social Media team shares six tips for writing helpful
image descriptions.
Retrieved http://www.rnib.org.uk/rnibconnect/image-descriptions-twitter-a-quick-
guide
Autism

3. Accardo A. L.(2018) Accommodations and support services preferred by college
students with autism spectrum disorder
Autism, 2018, Feb 23
Abstract: his 2-year study investigated the accommodations and support services
preferred by college students with autism spectrum disorder using sequential mixed
methods non-experimental survey and semi-structured follow-up interviews.
Students with autism spectrum disorder reported using both academic and non-
academic supports with frequency (e.g. extended time on exams, transition
program), using academic supports in line with other disability populations, and using
non-academic supports connecting them one-to-one with a faculty member or coach
as preferred (e.g. academic coach, counselor, faculty mentor). Findings suggest a
need for university disability service centers, counseling services, and faculty to work
together to develop systematic support systems for college students with autism
spectrum disorder.
Bellon-Harn, M. (2018)
Quantity, quality and readability of online information with students with ASD seeking
student support services
Reading Improvement, 55 (1,) 7-14
Abstract:
Problem: Although many young adults with Autism Spectrum Disorder (ASD) are
intellectually capable of pursuing college degrees, a high percentage either do not
enroll in or do not graduate from two year or four-year institutions. Online student
support services may uniquely support the higher education goals of this population.
Understanding current accessibility of Internet-based information will help institutions
develop targeted resources. Method: This study assessed the quantity, quality, and
readability of such Internet-based information. Quantity of websites was determined
using the search strategy provided by Laplantc-Levesque and colleagues (2012). An
11-item criteria checklist (Hasan & Abuclrub. 2011) was used for content quality
evaluation. Readability of the website text was assessed using Oleander Software
(http://www.oleandersolutions. com/). Descriptive statistics were reported. Results:
Of 116 identified websites, only 12 included information directed to young adults with
ASD. Most websites stated clear, relevant aims. However, information related to
unique areas of needs of college students with ASD were minimal. Readability levels
were high, which is indicative of complex, abstract language. Conclusions: Results
suggest increased attention to the quantity, quality, and readability of online
information for college students with ASD seeking student support services is
needed. Specific recommendations for online student support service programming
are included.
Mental Health, Dementia and Disabilities /Dementia and Disabilities Unit (2018)
Think Autism strategy governance refresh
Retrieved from
:https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attach
ment_data/file/696667/think-autism-strategy-governance-refresh.pdf?

4. Abstract:
The Autism Act (2009) places a duty on the Secretary of State for Health and Social
Care to publish a strategy for meeting the needs of autistic adults in England, and to
review it from time to time.
McManmon, M (2017)
"I am truly the first CIP graduate"
Link, 2017, 67, 14-16
Abstract: Dr Michael McManmon founded the College Internship Program (CIP) a
post-secondary programme that supports young adults with Asperger's syndrome,
autism with lower support needs, ADHD and other learning differences as they make
their transition towards college and starting their careers. During his 42 years of
experience working with students having learning difficulties and Asperger's
syndrome Dr McManmon has worked on curriculum development, staff training,
programme evaluation and administering community-based programming.
ADHD
Eddy,l.; Dvorsky, M.; Molitor (2018)
Longitudinal evaluation of the cognitive-behavioral model of ADHD in a sample of
college students with ADHD
Journal of attention disorders 22 (4).323-333
Objective: The primary aim of this study was to evaluate longitudinal pathways to
impairment as outlined in the cognitive-behavioral model of ADHD in a sample of 59
college students diagnosed with ADHD. Method: Serial mediation models were used
to test whether underachievement, defined as prior year GPA, would longitudinally
predict self-reported impairment at the end of the next school year, through negative
self-concept and associated changes in symptoms of anxiety and depression, while
controlling for baseline impairment and changes in ADHD symptoms. Results:
Findings supported the cognitive-behavioral model of ADHD. The association
between prior year GPA and overall impairment at the end of the year was fully
mediated through self-concept and symptoms of depression. Conclusion: These
results help explain why impairment often persists even when ADHD symptoms
remit and suggests that internalizing symptoms may be an important target for
intervention in college students with ADHD.
Gormley, M..; Pinho, T. (2018)
Impact of study skills and parent education on first-Year GPA among college
students With and without ADHD:a moderated mediation model
Journal of attention disorders 22 (4) 334-348
Abstract:
To test if the relationship between ADHD and academic achievement is mediated by
service utilization and/or study skills, and if these mediation effects are moderated by
parental education level.
A bootstrapping method within structural equation modeling was used with data from
355 first year college students meeting strict criteria for ADHD or clearly without
ADHD to test the mediation and moderation effects.

5. Study skills, but not service utilization, significantly mediated the relationship
between ADHD status and GPA; however, this relationship was not significant
among students with at least one parent holding a master's degree or higher.
Among first year college students study skills may be a more salient predictor of
educational outcomes relative to ADHD status. Additional research into support
services for college students with ADHD is needed, however, results suggest
interventions targeting study skills may hold particular promise for these students.
Lahav, O.; Ben-Simon, A. (2018)
Weekly calendar planning activity for university students: comparison of individuals
with and without ADHD by gender
Journal of attention disorders 22; (4) .368-378
Abstract: To introduce a revised version of the Weekly Calendar Planning Activity
(WCPA) adapted for university
students (Weekly Calendar Performance Activity for students [WCPA-S]) and
compare the performance of this activity
between students with and without ADHD and across gender groups. Participants
included a total of 157 students, ages 20 to 30, enrolled in universities/colleges and
divided into two groups: students with ADHD (male = 23,
female = 38) and without ADHD (male = 33, female = 63). A two-way ANOVA was
used for data analyses. The WCPA-S
was administered to each student individually. Significant differences were found
between students with and without ADHD and across genders in performance,
duration of performance, and in the number of strategies used.
The WCPA-S proved to be an effective performance-based diagnostic tool for the
utilization of executive
functions in the daily life of university students. This instrument can be used to
predict success in higher education and tosupport learning among university
students with ADHD.
LaCount,P (2018)
Efficacy of an Organizational Skills Intervention for College Students With ADHD
Symptomatology and Academic Difficulties
Journal of attention disorders 22; (4 ) 356-367
Abstract: We sought to elucidate the effects of an organization, time management,
and planning (OTMP) skills training intervention for college students reporting
elevated levels of ADHD symptomatology and academic impairment. Undergraduate
participants enrolled in either the intervention (n = 22) or comparison (n = 15)
condition in exchange for psychology course credit. Those in the intervention
condition attended three weekly group meetings designed to improve organizational
skills. Treatment effectiveness was evaluated by comparing pre- and
postmeasurements of academic impairment, inattention, hyperactivity/impulsivity,
and OTMP skills utilizationIntervention group participants improved significantly on
ratings of inattention, hyperactivity/impulsivity, and academic impairment, relative to
the comparison group. Intervention group participants also improved in their use of
OTMP skills, relative to their baseline ratings. This study suggests an organizational
skills intervention has the potential to ameliorating ADHD symptomatology and
academic impairment among college students

6. Gu, y.; Xu, Guangxing; Z. (2018)
A Randomized Controlled Trial of Mindfulness-Based Cognitive Therapy for College
Students With ADHD
Journal of attention disorders 22; (4) 388-399
Abstract: Between 2% and 8% of college students meet criteria for ADHD, with
increased incidence in recent decades. There are very few clinical trials conducted
on the meaningful intervention of ADHD in college. Mindfulness-based cognitive
therapy (MBCT) effectively treats college students with ADHD and could be more
feasibly applied in college mental health clinics. Method: Fifty-four undergraduates
with ADHD between ages 19 and 24 were randomized to receive either MBCT or
wait-list (WL) during a 6-week intervention phase. ADHD symptoms,
neuropsychological performance, and related outcomes were assessed at pre-
treatment, post-treatment, and 3-month follow-up. Results: Participants receiving
MBCT group showed greater treatment response rates (57%-71% vs. 23%-31%)
and experience less anxiety and depression, and greater levels of mindfulness;
MBCT participants show greater improvement on neuropsychological
performance. Conclusion: MBCT may be a useful intervention for college students
with ADHD, improving participants’ ADHD symptoms, mindfulness, and sustained
attention.
Visualdisability
Feucht, F.; Holmgren, C.2018).
Developing tactile maps for students with visual impairments: a case
study for customizing accommodations.
Journal of Visual Impairment & Blindness 112 (2), 143-15
Abstract: efficient, and safe travel across a university campus; and a process for
developing tactile maps based on user needs and preferences. Methods:
Participants who have low vision provided input, through interviews and field tests,
regarding which features were critical for a tactile map. The four-phase development
and research design process included: phase 1, semistructured interviews about
campus navigation; phase 2, creating draft maps using two different tactile media--
microcapsule or braille embossed lines; phase 3, field-testing maps through site
visits with participants; and phase 4, finalizing the map. Four undergraduate students
with low vision participated in phases 1 and 3 to assess their experiences in
navigating a campus; and the collected data were used in phases 2 and 4 to create,
revise, and finalize the content, layout, and medium of the map. Results: Three of
the participants preferred microcapsule lines to braille embossed lines, while one
participant stated the usefulness of both media. The four-phase process allowed
customization of local maps for individual users. Discussion: Map features that
contribute to readability and efficacy of use include the medium; the layout; the
combination of orientation maps, which provide an "overview" of a large area; and
mobility maps, which contain more detail and are designed to help the traveler in
unfamiliar areas (James, 1982). Implications for practitioners: Colleges and
universities should gather data and create tactile campus maps for students with low
vision or blindness following the four-phase process used during this study. Although
the data show that the map's medium is a matter of personal preference, several
features are essential to creating a map with maximum readability