The Disability Discrimination Act and Lifelong Learning? Students with Disabilities and Higher Education

2006 ◽  
pp. 42-70 ◽  
Author(s):  
Deb Viney
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Students With Disabilities ◽  
Disability Discrimination ◽  
Disability Discrimination Act

Disability Discrimination and Higher Education in England and Wales and Australia Compared

2005 ◽  
Vol 6 (4) ◽  
pp. 289-324 ◽  
Author(s):  
Kim Marshall
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Educational Needs ◽  
Original Form ◽  
Special Educational Needs ◽  
Disability Discrimination ◽  
England And Wales ◽  
Disability Discrimination Act ◽  
The Uk

In its original form the provisions of the UK Disability Discrimination Act 1995 (DDA) contained little of practical help to students with disabilities. This situation was rectified when the Special Educational Needs and Disabilities Act (SENDA) was passed in 2001 becoming the new Part 4 of the DDA. From 2002 legal duties not to discriminate against students with disabilities came into effect. In the Commonwealth of Australia a very different attitude towards disability discrimination has been demonstrated by having legislation to combat disability discrimination in place since 1992, which included specific provisions on education from the outset. The purpose of this article is to examine the approach taken in both jurisdictions towards the use of the anti-discrimination statutes and consider the effectiveness of the legislation in preventing discrimination on the ground of disability in higher education. The paper will examine points of similarity and divergence in the respective systems regarding the application of anti-disability discrimination laws to higher education as well as look to the longer established jurisprudence of the Australian courts for potential guidance that may be helpful to the nascent Part 4 of the DDA and the types of issues that may arise.

Collaborative Support for Students With Disabilities

2019 ◽  
Vol 2018 (1) ◽  
pp. 136
Author(s):  
Davey Young ◽  
Matthew Schaeffer
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Students With Disabilities ◽  
Multidisciplinary Teams ◽  
Student Needs ◽  
Disability Discrimination ◽  
Language Programs ◽  
Program Administrators ◽  
Reasonable Accommodations ◽  
Foreign Language Programs

The Act on the Elimination of Disability Discrimination, which took effect in 2016, stipulates that institutes of higher education in Japan should provide reasonable accommodations for students with disabilities (SWDs). Foreign language programs are no exception; however, language teaching professionals commonly lack the background, knowledge, or training to best serve SWDs. As the number of SWDs enrolled in higher education in Japan continues to rise, there is an ever-growing need for collaboration between program administrators, disability specialists, and teachers in order to meet a diversity of student needs. Rikkyo University’s Center for English Discussion Class employs an 8-stage framework modified from Ortiz & Yates (2001) that emphasizes collaboration within Multidisciplinary Teams to provide a continuum of services to SWDs. The nature of this collaboration and results from a questionnaire of the framework’s efficacy from the teachers’ standpoint are shared and discussed. 障害者差別解消法は2016年に施行され、日本の高等教育機関が障害学生（SWDs）に対し合理的配慮をすることを義務づけている。語学機関も例外ではない。しかし、語学教員は、SWDsに対応するための知識や訓練等を欠くことが多い。日本の高等教育機関のSWDsの入学率が上昇し続ける中、語学教育機関の管理職、障害のスペシャリスト、そして教員が協力し、学生の多様なニーズに答える必要性は高まりつつある。立教大学英語ディスカッション教育センターは、SWDsに途切れのないサービスを提供するために、学際的チーム内のコラボレーションを強調したOrtiz & Yates（2001）の８段階のフレームワークを修正し、用いた。このコラボレーションの特徴と教員の立場からのフレームワークの有効性に関するアンケートの結果を共有し、考察する。

Law libraries and the Special Educational Needs and Disability Act 2001

2004 ◽  
Vol 4 (1) ◽  
pp. 51-53
Author(s):  
Barbara Tearle
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Educational Activities ◽  
Disability Discrimination ◽  
Disability Discrimination Act

The Disability Discrimination Act 1995 (DDA) was extended to higher education institutions by the Special Educational Needs and Disability Act 2001 (SENDA). The legislation applies to libraries, although other teaching and educational activities receive more coverage in the Act and in the explanatory literature that has developed to assist implementation.

UNDERSTANDING DISABILITIES & ONLINE STUDENT SUCCESS

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts ◽  
Bill Welsh ◽  
Kelly Hermann ◽  
Cheryl Pruitt ◽  
Gaeir Dietrich ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Success ◽  
Students With Disabilities ◽  
Disability Services ◽  
Government Accountability ◽  
Academic Goals ◽  
Online Student ◽  
Support Resources ◽  
Legislative Changes

Approximately 11% of all postsecondary students reported having a disability in 2008. Although the percentage of students with disabilities in 2008 closely reflects the percentage reported in 2004, the U.S. Government Accountability Office states that recent legislative changes have the potential to increase the diversity and number of students with disabilities pursing higher education. To support students with disabilities enrolled in higher education and in online learning, it is important to understand disabilities and the resources students need to actively engage in their courses and to achieve their academic goals. This article includes collaborative responses from a diverse group of leaders at eight higher education institutions and organizations who work with disability services and have experience in online learning. Some of the contributors also have disabilities so the collective responses build upon research, professional experience, and personal experience. For this article, the ten contributors answered 20 questions regarding disabilities and online student success as well as provided recommended practices. This article is designed to be interactive. It includes screenshots, simulation links, video demonstrations, and resources to provide a more detailed understanding of disabilities, accessibility, and support resources. JALN readers are encouraged to interact with the simulations and to watch the demonstration videos as a way to learn more about disabilities and supporting online student success.

Lifelong Learning in Higher Education in Korea

2015 ◽  
Vol 11 (4) ◽  
pp. 1-24
Author(s):  
Jae-Eun Chae ◽  
Soonghee Han
Keyword(s):  
Higher Education ◽  
Lifelong Learning

scholarly journals Evaluation of Diversity Programs in Higher Education Training Contexts in Spain

2021 ◽  
Vol 11 (5) ◽  
pp. 226
Author(s):  
David Pérez-Jorge ◽  
Eva Ariño-Mateo ◽  
Ana Isabel González-Contreras ◽  
María del Carmen Rodríguez-Jiménez
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Educational Needs ◽  
Social Conditions ◽  
Dropout Rates ◽  
Educational Institutions ◽  
Educational Systems ◽  
University Teachers ◽  
Diversity Programs ◽  
Spanish Universities

Measures adopted by educational systems to improve and adapt the educational response of pupils with disability or diversity conditions arising from their personal and social conditions, have enabled them to gain tenure throughout the various stages of education. Educational institutions have been progressively adapting and responding to the educational needs of students who start university, and this fact highlights the lack of inclusive culture in university institutions. The lack of training of university teachers in the educational response to the needs of students with disabilities is evidenced by the high dropout rates of this group and in successive complaints of teachers who do not have the skills or tools to cope with this situation successfully. The review of a set of 75 programs developed by different Spanish universities to meet the needs of these students shows an insufficient institutional and administrative response while reflecting the lack of unity of jointly developed criteria.

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