scholarly journals Critical discourse analysis of federal and provincial government grants for post-secondary students with disabilities in Alberta and Ontario

2021 ◽  
pp. 1-29
Author(s):  
Mandy Mou ◽  
Faisal M. Albagmi
Keyword(s):  
Discourse Analysis ◽  
Students With Disabilities ◽  
Critical Discourse Analysis ◽  
Secondary Students ◽  
Provincial Government ◽  
Critical Discourse ◽  
Government Grants ◽  
Post Secondary ◽  
Post Secondary Students

scholarly journals International Students as Lucrative Markets or Vulnerable Populations: A Critical Discourse Analysis of National and Institutional Events in Four Nations

2013 ◽  
Vol 42 (1) ◽  
Author(s):  
Grace Karram
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Secondary Students ◽  
Foreign Students ◽  
National Level ◽  
The United States ◽  
Critical Discourse ◽  
Comparative Approach ◽  
Post Secondary ◽  
Current Events

The migration of post-secondary students is an increasingly debated phenomenon as the number of students living outside of their home country has risen to more than three million in the past decade. Governments, regions and institutions have developed new structures and strategies to facilitate and benefit from this worldwide student movement. This research article uses Fairclough’s (1993) notion of critical discourse analysis to explore the relationship between two distinct discourses on foreign students: national-level economic competitiveness and institutional-level student success. A comparative approach examines these discursive events in the four leading, Anglophone destination countries: Australia, Britain, Canada and the United States. The findings suggest that foreign students are objectified as tradable units in the market-driven discourse of economic development with student support literature providing a buffer that limits the critique of the economic discourse. At the same time, potential exists for current events to highlight the tension surrounding the two discourses and provide new opportunities for dialogue.

scholarly journals The New CAAT: (Dis)illusions of Freedom and the New College Charter in Ontario

2010 ◽  
Vol 38 (1) ◽  
pp. 105-120
Author(s):  
Anita Arvast
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Performance Indicators ◽  
Local Level ◽  
Critical Discourse ◽  
New Era ◽  
Post Secondary

In 2002 a new Ontario college charter signaled a new era for higher education in Ontario. The charter was presumed to usher in a new way of doing higher education, one that provided greater freedom for Ontario colleges and presumably greater access for communities to higher education. Coupled with the Post-Secondary Choice and Excellence Act of 2000, which provided colleges the opportunity to offer degrees, the colleges appeared well set for the freedom they sought. With the decentralization of approval for curriculum comes an appearance of greater autonomy and authority at the local level; however, with steering mechanisms of funding, performance indicators, and discourses of the marketplace, globalization and performativity permeating curriculum processes, “freedom” remains strongly tempered. This paper uses Foucauldian and critical discourse analysis as a means of considering power and higher education in Ontario, and the limitations and opportunities for “freedom” within our existing discourses.  

Social Support and Barriers to Post-Secondary Education: Experiences of Students with Physical Disabilities in Canada

1996 ◽  
Vol 59 (12) ◽  
pp. 575-580 ◽  
Author(s):  
Martin P Anderson ◽  
Helen M Madill ◽  
Sharon A Warren ◽  
James W Vargo
Keyword(s):  
Social Support ◽  
Social Network ◽  
Secondary Education ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Structured Interview ◽  
Support Network ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Post Secondary Students

Individuals with disabilities are less likely to receive post-secondary education than their non-disabled peers. This may be related to the barriers faced by students with disabilities or a lack of appropriate support in addressing them. A group of post-secondary students with disabilities (n=24) and a group of non-disabled post-secondary students (n=66) completed the Perceived Support Network Inventory (PSNI) and a semi-structured interview which included social network mapping. Using a case-control, cross-sectional research design, the results showed that social network composition did differ between the groups and gender was significantly correlated with overall social support (p<0.0001). Students with disabilities included, on average, more professionals in their social network. Females with disabilities received higher PSNI scores, suggesting greater use of social support than males in this sample. A set of social support themes emerged from the content analysis performed on the interview data that were unique to the students with disabilities: overcoming barriers, emotional support and ongoing adjustment to disability. The clinical implications of these findings for occupational therapy practice are discussed along with suggestions for future research.

INNOVATION SUPPORTING POST-SECONDARY STUDENTS WITH DISABILITIES

2016 ◽  
Author(s):  
Charles Anyinam ◽  
Sue Coffey ◽  
Rick Vanderlee ◽  
Celina Da Silva ◽  
Frank Smith ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Post Secondary ◽  
Post Secondary Students

scholarly journals State of the Research on Artificial Intelligence Based Apps for Post-Secondary Students with Disabilities

2022 ◽  
Vol 31 (1) ◽  
pp. 62-76
Author(s):  
Catherine Fichten ◽  
David Pickup ◽  
Jennison Asunsion ◽  
Mary Jorgensen ◽  
Christine Vo ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Scientific Literature ◽  
Popular Press ◽  
Post Secondary ◽  
College And University ◽  
Definition Of ◽  
Google Search ◽  
Post Secondary Students

We conducted a general Google search and a scoping review of various types of artificial intelligence (AI) based technology – mobile, web-based, software, hardware – used by college and university students to do schoolwork. The main findings indicate that (1) there is no generally agreed upon definition of AI, and (2) there is a huge discrepancy between the popular press articles that are behind the AI hype and the scientific literature. The popular press provides an overview of the AI tools available to students with disabilities and discusses how students can use these tools. The scientific literature is primarily devoted to tool development and has poor methodology. We conclude that the potential of AI for post-secondary students with disabilities is enormous, but that informed research about these tools is scant, with a profound lack of demonstrated scalability. Research needs to address “real-world” uses of AI-based tools by post-secondary students with disabilities.

scholarly journals Mobile Technologies That Help Post-Secondary Students Succeed: A Pilot Study of Canadian and Israeli Professionals and Students With Disabilities

2019 ◽  
Vol 4 (3) ◽  
pp. 35 ◽  
Author(s):  
Catherine Fichten ◽  
Mary Jorgensen ◽  
Laura King ◽  
Alice Havel ◽  
Tali Heiman ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Mobile Devices ◽  
Secondary Students ◽  
Mobile Device ◽  
Preliminary Investigation ◽  
General Purpose ◽  
Mobile Technologies ◽  
Post Secondary ◽  
Personal Mobile Devices ◽  
Post Secondary Students

In this preliminary investigation we examine the uses of mobile devices such as smartphones, tablets and laptops for (a) non-academic and (b) academic purposes in the post-secondary classroom, as well as for (c) academic tasks outside the class by post-secondary students with disabilities. Integration of smartphones and other mobile devices into the learning process is innovative, challenging and highly relevant for post-secondary education. Also, research shows that post-secondary students like courses where use of their personal mobile devices in class is allowed. To explore how students with disabilities use their mobile devices we held four focus groups, with six to eight participants each: two in Canada (one for students with disabilities, one for professionals who assist students with disabilities) and two in Israel. The findings show that students with disabilities use their mobile devices for all the same reasons as nondisabled students. In addition, students with disabilities use general purpose mobile device features and apps as assistive aids. Implications of the blurring of the distinction between assistive and general use mobile device features and apps for the academic inclusion of post-secondary students with disabilities is discussed. It appears that for many students with disabilities, access to their personal mobile devices for academic purposes, both in and out of the classroom, is essential to ensure their full inclusion.

scholarly journals Charting the Landscape of Accessible Education for Post-secondary Students with Disabilities

2016 ◽  
Vol 5 (2) ◽  
pp. 31 ◽  
Author(s):  
Elizabeth Marquis ◽  
Ann Fudge Schormans ◽  
Bonny Jung ◽  
Christina Vietinghoff ◽  
Rob Wilton ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Post Secondary ◽  
Post Secondary Students

scholarly journals Transition to Employment: A Guide for Supporting Post-Secondary Students with Disabilities

10.32393/tte ◽  
2021 ◽  
Author(s):  
◽  
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Career Services ◽  
Post Secondary ◽  
Disability Support ◽  
Transition To Employment ◽  
Post Secondary Students

This guide is a resource for supporting post-secondary institutions, namely representatives from career services, co-operative education, and disability support offices. The guide is designed to help those supporting post-secondary students with disabilities as they transition to the workforce.

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