Career development for students with disabilities in an open distance learning institution: A narrative inquiry

2021 ◽  
pp. 1-15
Author(s):  
Sharonrose Sefora ◽  
Sindile A. Ngubane
Keyword(s):  
Distance Learning ◽  
Career Development ◽  
Narrative Inquiry ◽  
Students With Disabilities

A Crisis in Career Development: Life Designing and Implications for Transition

2018 ◽  
Vol 42 (3) ◽  
pp. 179-187 ◽  
Author(s):  
Michael L. Wehmeyer ◽  
Laura Nota ◽  
Salvatore Soresi ◽  
Karrie A. Shogren ◽  
Mary E. Morningstar ◽  
...  
Keyword(s):  
Career Development ◽  
Students With Disabilities ◽  
Career Education ◽  
Career Guidance ◽  
Transition Services ◽  
Work Study ◽  
Development Models ◽  
Economic Forces ◽  
The 1960S ◽  
Life Design

The field of transition—and the Division on Career Development and Transition (DCDT)—was built upon a foundation established by theories of career development that emerged in the 1950s and 1960s and paved the way for the work/study movement of the 1960s and the vocational and career education for students with disabilities movement that dominated the 1970s and, eventually, the transition services movement. Today’s leaders in vocational psychology and career guidance suggest that market and global economic forces associated with a postmodern world have created a crisis in career development models and methods. This article discusses the evolution of how career development has been understood, and the potential importance of a life design framework and its emphasis on career construction, rather than career development, for the future of transition services.

The Modern Problem of Psychological and Pedagogical Foundations of Russian E-Learning Systems

2016 ◽  
pp. 2100-2118
Author(s):  
Bronyus Aysmontas ◽  
Md. Akther Uddin
Keyword(s):  
Distance Learning ◽  
Students With Disabilities ◽  
Russian Federation ◽  
Personal Development ◽  
Disabled Persons ◽  
Ministry Of Education ◽  
Modern Problem ◽  
Models Of Teaching ◽  
E Learning ◽  
The Russian Federation

The chapter draws attention to the psychological and psycho-pedagogical aspects of the use of information technology in education. In this regard, the core aspects are considered. Much attention is paid to such research as the study of the effect of distance learning on cognitive and personal development of students; development of subjectivity university students; psychological and cognitive barriers in distance learning. It is emphasized that only a small number of universities in the Russian Federation has assumed responsibility to engage in learning disability issues. The main difficulty is to teach students with disabilities. This chapter provides annotation project of the Ministry of Education and Science of the Russian Federation “Development and testing of models of teaching and methodical center providing higher education for disabled persons and persons with disabilities with a variety of Diseases”. As part of this project there will be the implementation of a program of networking for students with disabilities in the format of the Consortium. The main objective of the Consortium is to describe the principles of networking schools, considered as a possible model of networking schools and Interpretation of the basic steps of creating intercollegiate information and educational network of universities.

scholarly journals Accessibility of Microsoft Teams and Moodle Services for the Implementation of E-Learning for Students with Disabilities in Institutions of Higher Education in Ukraine

2021 ◽  
pp. 33-42
Author(s):  
Oksana Khomik ◽  
Nataliia Bielikova ◽  
Svitlana Indyka ◽  
Oksana Kovalchuk ◽  
Viktor Halan-Vlashchuk
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Physical Education ◽  
Students With Disabilities ◽  
Psychological Adaptation ◽  
Educational Process ◽  
Institutions Of Higher Education ◽  
Persons With Disabilities ◽  
Adaptive Physical Education ◽  
E Learning

The current study investigates the ways to increase accessibility to higher education for students with disabilities. The importance of implementation e-learning for such students as one of the preconditions for effective social and psychological adaptation and further successful integration of persons with disabilities into society is emphasized. A survey of students with disabilities was conducted to identify their needs in educational process. The main difficulties that they overcome in the process of education in institutions of higher education are identified. The main peculiarities and advantages of the distance learning course «Adaptive Physical Education» are described created in the Moodle system. The differences and benefits of Microsoft Teams over the Moodle platform in the process of e-learning for students with disabilities are described. The process of organizing of «Adaptive Physical Education» distance learning course for students with disabilities on the Microsoft Teams platform and the purpose of implementation it in the institution of higher education are emphasized.

scholarly journals PEDAGOGICAL CONDITIONS FOR ORGANIZING DISTANCE LEARNING FOR STUDENTS WITH DISABILITIES

2020 ◽  
Vol 67 (3) ◽  
pp. 71-76
Author(s):  
Z.A. Movkebayeva ◽  
◽  
D.S. Khamitova ◽  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Developmental Disabilities ◽  
Students With Disabilities ◽  
Necessary Conditions ◽  
Higher Education Institutions ◽  
Learning System ◽  
Distance Learning System ◽  
Main Components ◽  
Selection Of

This article discusses modern approaches to the organization of distance learning for students with disabilities in higher education. The positive aspects of this system are identified and some risks that cause a decrease in the effectiveness of teaching students with disabilities in higher education institutions are highlighted, the main components of the distance learning system. It describes the necessary conditions and pedagogical principles of distance learning for students with disabilities, the basic requirements for the ВЕСТНИК КазНПУ им. Абая, серия «Педагогические науки», №3(67), 2020 г. 68 selection of material for lectures and practical (seminar) classes with students with various developmental disabilities.

scholarly journals Mapping the Challenges in Distance Learning for Students with Disabilities during Covid-19 Pandemic: Survey of Special Education Teachers

2021 ◽  
Vol 5 (1) ◽  
pp. 11
Author(s):  
Mahardika Supratiwi ◽  
Munawir Yusuf ◽  
Fadjri Kirana Anggraini
Keyword(s):  
Special Education ◽  
Distance Learning ◽  
Secondary School ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
College Education ◽  
Survey Method ◽  
The Social ◽  
Rapid Spread ◽  
Education Levels

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The rapid spread of the Covid-19 virus has had an impact on various aspects of life, such as the economy, education, and socialisation. One of the social distancing policies in the field of education is the application of distance learning at the preschool, primary school, secondary school, special school, and college education levels. Its implementation has led to challenges for teachers, students, and parents, especially students with disabilities (SWD). The purpose of this study is to identify the challenges faced by the special education teachers (SETs) who have been providing distance learning for children with special needs during the Covid-19 pandemic. The study was conducted using a survey method by distributing questionnaires via Google Forms to 226 SETs in Indonesia. Data analysis was conducted using descriptive statistics. The results show that most of the SETs (66%) stated that they had faced barriers to distance learning that came from parents, students, and other teachers, as well as technical barriers. Accordin</span><span>g to the SETs’ perceptions, some of the barriers </span><span>that came from parents included lack of coordination and communication, limited use of mobile phones, and limited time for parents to accompany the students. The barriers coming from students were boredom and their lack of abilities. Furthermore, the barriers from the SETs themselves included difficulties in adapting material to online learning, difficulties in monitoring and evaluating student progress, and the lack of direction and coordination from schools. Other technical barriers were the frequent blackouts and insufficient internet signal. </span></p></div></div></div><p class="Abstract"> </p>

TEACHER READINESS FOR DISTANCE EDUCATION OF DISABLED STUDENTS

2018 ◽  
Vol 28 (3) ◽  
pp. 1011-1014
Author(s):  
Zulfiya Movkebayeva ◽  
Itska Derijan ◽  
Dana Khamitova ◽  
Assem Akhmetova
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Students With Disabilities ◽  
Necessary Conditions ◽  
Disabled Persons ◽  
Disabled Students ◽  
Factors Affecting ◽  
Personal Attitude ◽  
The Republic

The article describes the teacher’s readiness for distance learning of students with disabilities in higher education institutions of the Republic of Kazakhstan. The article defines the leading principles of distance education and formulates the problems of managing this process. The authors have conducted a research including questionnaires and interviews with teachers of universities that provide educational activities to disabled students. Resulting data are analyzed, factors affecting the formation of teachers personal attitude to distance education students with disabilities are elicited. The authors revealed a positive attitude of teachers towards the education of disabled students, it is noted that they have a positive motivation in providing all necessary conditions for effective education of this category of students. Teachers are interested in obtaining the necessary knowledge on the organization of distance education for students with disabilities and increasing their own professional qualifications. However, the results of this survey have identified the lack of teacher’s understanding of the characteristics of the psychophysical development of disabled persons, ignorance of the perception specifics of students with hearing and visual disabilities, insufficient understanding of psychological features (fatigue, attention and perception, the visual thinking prevalence, etc.). Teachers of higher educational institutions had difficulty in determining the form of presentation of lecture material, the selection of pedagogical techniques and means of organizing and monitoring the performance of independent practical work. The teachers had some difficulties with the adaptation of educational materials in accessible forms for students with impaired vision and hearing, the materials should be specific and accessible for their understanding. There were particular difficulties in explaining by teachers of abstract concepts and theoretical positions. Based on the identified difficulties in the implementation of distance learning for disabled students describes the possible risks inherent in inclusive higher education. The necessary conditions for organizing the process of distance education for disabled students are highlighted, it should increase readiness of teachers to work with students with disabilities.

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