scholarly journals Inclusion of People with Disabilities amid COVID-19: Laws, Interventions, Recommendations

2020 ◽  
Vol 10 (2) ◽  
pp. 158
Author(s):  
Cathy Mae Dabi Toquero
Keyword(s):  
Students With Disabilities ◽  
Digital Media ◽  
Emergency Preparedness ◽  
People With Disabilities ◽  
Educational Interventions ◽  
Assistive Technologies ◽  
Future Research ◽  
Learning Needs ◽  
Left Behind ◽  
Philippine Government

The COVID-19 pandemic has presented an ongoing challenge especially for those people and children with special needs and disabilities as their voices are unheard in normal times and this unfortunate situation is heightened during this emergency. Government policies during the pandemic necessitate inclusion for people with disabilities who also have their global rights for no one should be left behind in this crisis. This article examines the laws of the Philippine Government on the provision for the inclusive special education and rights of the said learners, highlights the possible educational interventions to supplement their learning amid the pandemic and offers recommendations for the emergency preparedness legislative policies and services to be responsive to the educational, socio-emotional, and mental health needs of the students with disabilities amid the pandemic. Future research should examine the experiences of the children with disabilities in using digital media during the pandemic period and evaluate the effectiveness of assistive technologies to meet the learning needs of people with disabilities. 

Students With Disabilities in Social and Emotional Learning Interventions: A Systematic Review

2020 ◽  
pp. 074193252096491
Author(s):  
Samantha G. Daley ◽  
Michael F. McCarthy
Keyword(s):  
Systematic Review ◽  
Students With Disabilities ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Future Research ◽  
Learning Needs ◽  
Social And Emotional ◽  
Scant Attention ◽  
Attention To Students ◽  
Curricular Materials

This systematic review examines the social and emotional learning (SEL) intervention literature to address questions of whether and how students with disabilities are considered in studies of universal SEL interventions in middle and high schools. From the articles identified for initial review ( n = 4,355), 166 met the inclusionary criteria. Among these, 19 studies explicitly mentioned including students with disabilities. Five studies included analyses of students with disabilities as a subgroup, with varying results. Additional analyses focus on evidence of attention to varied learning needs in curricular materials or training of facilitators. Findings demonstrate scant attention to students with disabilities in reports of universal SEL interventions, leaving open questions about their inclusion and effects of participation. Opportunities for addressing these questions in future research are described.

Supported eText: Effects of Text-to-Speech on access and Achievement for High School Students with Disabilities

2009 ◽  
Vol 24 (3) ◽  
pp. 9-20 ◽  
Author(s):  
Margo Vreeburg Izzo ◽  
Amanda Yurick ◽  
Bianca McArrell
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Assistive Technologies ◽  
Future Research ◽  
Text To Speech ◽  
School Students ◽  
General Education Curriculum ◽  
Reversal Design

Students with disabilities often lack the skills required to access the general education curriculum and achieve success in school and postschool environments. Evidence suggests that using assistive technologies such as digital texts and translational supports enhances outcomes for these students (Anderson-Inman & Horney, 2007). The purpose of the current study was to examine the effects of a text-to-speech screen reader program on the academic achievement of high school students with disabilities in an online transition curriculum emphasizing information literacy. The text-to-speech support was introduced and withdrawn in a reversal design across 10 curriculum units. Findings suggest that the text-to-speech support increased unit quiz and reading comprehension performance with large effect sizes. Implications for practice and future research are discussed.

scholarly journals Attitudes of Polish Medical and Health Sciences Students towards Persons with Physical Disabilities Using the MAS-PL Scale

2021 ◽  
Vol 18 (15) ◽  
pp. 7787
Author(s):  
Iwona Radlińska ◽  
Marta Kożybska ◽  
Beata Karakiewicz
Keyword(s):  
Physical Disabilities ◽  
People With Disabilities ◽  
Educational Interventions ◽  
Health Sciences ◽  
Attitude Scale ◽  
Future Research ◽  
Place Of Residence ◽  
Field Of Study ◽  
Positive Attitudes ◽  
Health Sciences Students

Discovering the role of negative attitudes in the social functioning of people with disabilities, tools were developed to measure these attitudes, of which the Multidimensional Attitude Scale of People with Disabilities (MAS) is a good one. It is particularly important to study the attitudes of people who are professionally involved in meeting the needs of people with disabilities. The aim of this study was to determine the attitudes towards people with physical disabilities among medical and health sciences students regarding gender, year of study, field of study, and place of residence. The study was conducted among 625 students in Poland with the use of the MAS-PL scale. The results obtained indicate that women display more positive attitudes towards people with disabilities than men in the cognition and behavioural domains. In the emotional domain, these attitudes were more negative than in the other domains and almost identical for both genders. The year of study, field of study, and place of residence did not differentiate students in terms of their MAS score. Since the sociodemographic variables studied do not determine a positive attitude, educational interventions to increase contact with people with disabilities should be undertaken in future research, and this factor should be investigated as an element of attitude modulation.

scholarly journals USE OF ASSISTIVE TECHNOLOGIES FOR LANGUAGE LEARNERS WITH VISUAL AND HEARING IMPAIRMENTS IN THE USA

2019 ◽  
Vol 93 (6) ◽  
pp. 148-155
Author(s):  
O.Ye. Krsek
Keyword(s):  
Language Learning ◽  
Students With Disabilities ◽  
Language Education ◽  
Assistive Technologies ◽  
Future Research ◽  
Hearing Impairments ◽  
Writing Technologies ◽  
The Usa ◽  
Research Findings ◽  
Education And Development

This article strives to provide research findings and implications for the use of assistive technologies (AT) for students with visual and hearing impairments. First, the common challenges associated with visual and hearing impairments in students while learning languages, and the process of fitting AT to this category of students have been discussed. The research was focused on AT for language learning, reading, writing. Assistive technology items have been grouped according to whether they enhances the visual or hearing capabilities of students with disabilities. Assistive technologies for students with visual impairments and blindness have been united in assistive technologies for reading (technologies that enhance sight capabilities, technologies that engage senses and abilities other than sight literature), assistive technologies for writing (technologies that enhance sight capabilities, technologies that engage senses and abilities other than sight); assistive technologies for students with hearing impairments (amplification devices, telecommunication device for the deaf, frequency-modulated amplification systems. Based on principles of organization of language education in the system of language policy in the USA, the importance of English learning for students with visual and hearing disabilities in the USA has been grounded. Areas for future research of assistive technologies for students with visual and hearing impairments and the value of research findings to optimizing the education and development of students have been shown as a great need for continued work in these areas.

A Disability-Aware Mentality to Information Systems Design and Development

2019 ◽  
pp. 267-278
Author(s):  
Julius T. Nganji
Keyword(s):  
Information Technology ◽  
United Kingdom ◽  
Information Systems ◽  
Students With Disabilities ◽  
Systems Design ◽  
People With Disabilities ◽  
Future Research ◽  
Information Systems Design ◽  
The United Kingdom ◽  
E Learning

With the proliferation of information technology devices comes a massive increase in the number of information systems that are developed to meet the demands of users. By default, designers and developers of information systems tend to design for users without disabilities. The consequences for people with disabilities are enormous. This chapter aims to propose a disability-aware approach to information systems design that advocates that stakeholders consider the needs of people with disabilities throughout development. This aim is achieved by reviewing some of the difficulties encountered by people with disabilities when interacting with information systems, proposing a disability-aware approach and examining how this could be practically implemented through e-learning design. The recommendations from 48 students with disabilities from two universities in the United Kingdom and Canada are presented. The chapter also looks at possible future research for those interested in pursuing such approach.

A Disability-Aware Mentality to Information Systems Design and Development

2018 ◽  
pp. 314-324 ◽  
Author(s):  
Julius T. Nganji
Keyword(s):  
Information Technology ◽  
United Kingdom ◽  
Information Systems ◽  
Students With Disabilities ◽  
Systems Design ◽  
People With Disabilities ◽  
Future Research ◽  
Information Systems Design ◽  
The United Kingdom ◽  
E Learning

With the proliferation of information technology devices also comes a massive increase in the number of information systems that are developed to meet the demands of users. By default, designers and developers of information systems tend to design for users without disabilities. The consequences for people with disabilities are enormous. This chapter aims to propose a disability-aware approach to information systems design that advocates that stakeholders consider the needs of people with disabilities throughout development. This aim is achieved by reviewing some of the difficulties encountered by people with disabilities when interacting with information systems, proposing a disability-aware approach and examining how this could be practically implemented through e-learning design. The recommendations from 48 students with disabilities from two universities in the United Kingdom and Canada are presented. The chapter also looks at possible future research for those interested in pursuing such approach.

University of Zululand Library and Inclusive Education: Responding to the Needs of Students with Disabilities

Mousaion ◽  
2020 ◽  
Vol 38 (1) ◽  
Author(s):  
Dorothy Eneya ◽  
Dennis N. Ocholla ◽  
Bertha Janneke Mostert
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Assistive Technologies ◽  
Equal Access ◽  
Disability Policy ◽  
Library Services ◽  
Access To Information ◽  
Persons With Disabilities ◽  
Education Agenda ◽  
The University

This paper investigates the University of Zululand Library’s response to the university’s inclusive education agenda with respect to the accessibility of library services to students with disabilities. This was a qualitative study within the interpretive paradigm that used Michael Oliver’s social model of disability as an underpinning theory. Semi-structured interviews were used to collect data from students with disabilities and library staff. In addition, physical inspection of the library building was also conducted. Data analysis was done by thematic analysis. The study reveals that the University of Zululand Library services are not inclusive. Students with disabilities struggle to access library services. They faced such challenges as inaccessibility of library services, unavailability of resources in alternative formats and assistive technologies, and the lack of a disability policy. The study also found that the library faced the following challenges in providing services for students with disabilities: limited funding, a lack of staff awareness and training, the lack of a disability policy and a lack of collaboration. Formulating regulations to enforce the implementation of disability policy and legislation, developing institutional disability policies, and providing assistive technologies are critical in ensuring the accessibility of library services to students with disabilities at the University of Zululand. Unless students with disabilities have equal access to information, the university’s inclusive education agenda will remain a distant dream. Access to academic library services is critical to the full participation of students with disabilities in education. Likewise, inclusive university education can only be realised when students with disabilities have equal access to information. This aligns with the Sustainable Development Goals and the United Nations Convention on the Rights for Persons with Disabilities, which promote equal access to services and facilities to persons with disabilities. This paper raises awareness for both library staff and university management about the current status of library facilities and services with respect to accessibility for students with disabilities and how to address inclusiveness in library service provision.

Middle School Students with Exceptional Learning Needs Investigate the Use of Visuals for Learning Science

2012 ◽  
Vol 7 (1) ◽  
Author(s):  
Robin Ward McCartney ◽  
Donna Dugger Wadsworth
Keyword(s):  
Students With Disabilities ◽  
Learning Needs ◽  
Evidence Based ◽  
School Students ◽  
Construction Of Knowledge ◽  
Personal Perceptions ◽  
Is Theory ◽  
Visual Graphic ◽  
Enhanced Learning ◽  
Positive Results

A visual instructional tool that is theory-driven and supported by evidence-based research is used to support student learning and information-processing. The graphic organizer has enhanced learning in Science Education as well as Special Education, emphasizing the construction of knowledge with meaningful sequential relationships rather than memorizing isolated fragments of information. Students construct a visual schema that represents a system of interrelated concepts and icons created by the learner. This article provides a description of a qualitative application of how students with disabilities are able to represent their ideas by assimilating subject matter and their personal perceptions of content by drawing pictures connected to concepts within the visual graphic. Positive results were documented in this study.

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