scholarly journals Clinical legal education and disability: accommodation, implementation and assessment in service-learning programs

2016 ◽  
Vol 23 (4) ◽  
pp. 7
Author(s):  
Martha E. Simmons ◽  
Marian MacGregor
Keyword(s):  
Service Learning ◽  
Experiential Education ◽  
Professional Education ◽  
Social Model ◽  
Social Model Of Disability ◽  
Post Secondary ◽  
Program Selection ◽  
Challenges And Opportunities ◽  
Learning Programs ◽  
Disability Accommodation

Experiential education is becoming an increasingly relevant pedagogy in post-secondary and professional education. This paper situates service-learning within the larger context of experiential education. It provides an examination of the social model of disability and its relevance for service-learning programs. Most importantly, it then narrows in on implications of disability on program selection, implementation and assessment. The aim of the paper is to offer practical suggestions to create and maintain universally accessible programs as well as a theoretical framework from which to view these challenges and opportunities.

scholarly journals Dissing learning disabilities

2021 ◽  
Author(s):  
Richa Sud
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Secondary Students ◽  
Academic Experiences ◽  
Social Model ◽  
Students With Learning Disabilities ◽  
Structured Interviews ◽  
Social Model Of Disability ◽  
Post Secondary ◽  
Qualitative Research Study

This qualitative research study explores the experiences of post-secondary students with Learning Disabilities (LDs). Using phenomenology, semi-structured interviews were conducted with four university students from Southern Ontario. The study discusses the strengths, challenges, commonalities and differences between the students‘ academic experiences through which they have derived current academic success. Data analysis draws from Critical Theory of Education, Social Model of Disability and Goffman‘s analysis of Stigma. The findings in this study provide insight into the classroom experiences of the students with LDs in elementary, middle and high schools. Further, they help understand ways adapted by students to navigate the education system through each of their varied experiences. This paper will conclude with implications and suggestions for social work professionals working with students who have LDs.

scholarly journals Dyslexia and Post-Secondary Aural Skills Instruction

2015 ◽  
Vol 21 (4) ◽  
Author(s):  
Laurel Parsons
Keyword(s):  
Universal Design For Learning ◽  
Traditional Education ◽  
Social Model ◽  
Aural Skills ◽  
Pedagogical Strategies ◽  
Social Model Of Disability ◽  
Post Secondary ◽  
Experience Teaching ◽  
Design For Learning ◽  
Cognitive Strengths

Traditional post-secondary aural-skills curricula can create extreme difficulties for music majors with dyslexia. This article places the author’s experience teaching these students into the context of contemporary scientific and educational research on dyslexia, including a potential subtype of dyslexia that may impact the reading of musical notation while reading of text is unaffected. From the standpoint of a social model of disability, the existence of dyslexia is contested. However, new models of dyslexia frame it not as a disability but a byproduct of superior cognitive strengths in forms of reasoning hitherto undervalued in traditional education. Identifying and building on these strengths in students with dyslexia may aid instructors in designing effective pedagogical strategies that help these students improve in typical aural-skills tasks. Such strategies may be equally beneficial for all students. Working closely with dyslexic students and others who struggle with traditional aural-skills tasks leads to more fundamental questions about the assumptions and values implicit in standard aural-skills curricula. The principles of Universal Design for Learning may facilitate the design of courses that allow all students to grow in response to challenges by recognizing and recruiting their individual cognitive strengths.

scholarly journals Dissing learning disabilities

2021 ◽  
Author(s):  
Richa Sud
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Secondary Students ◽  
Academic Experiences ◽  
Social Model ◽  
Students With Learning Disabilities ◽  
Structured Interviews ◽  
Social Model Of Disability ◽  
Post Secondary ◽  
Qualitative Research Study

This qualitative research study explores the experiences of post-secondary students with Learning Disabilities (LDs). Using phenomenology, semi-structured interviews were conducted with four university students from Southern Ontario. The study discusses the strengths, challenges, commonalities and differences between the students‘ academic experiences through which they have derived current academic success. Data analysis draws from Critical Theory of Education, Social Model of Disability and Goffman‘s analysis of Stigma. The findings in this study provide insight into the classroom experiences of the students with LDs in elementary, middle and high schools. Further, they help understand ways adapted by students to navigate the education system through each of their varied experiences. This paper will conclude with implications and suggestions for social work professionals working with students who have LDs.

scholarly journals ePortfolio and Service-Learning: A Tale of Two Cities Connected by Two High-Impact Practices

2020 ◽  
Vol 15 (05) ◽  
pp. 119
Author(s):  
Monika Ciesielkiewicz ◽  
Clarence Chan ◽  
Guiomar Nocito
Keyword(s):  
New York ◽  
Service Learning ◽  
Real World ◽  
Professional Education ◽  
Local Community ◽  
High Impact ◽  
Academic Learning ◽  
Post Secondary ◽  
High Impact Practices ◽  
Complementary Role

Two different post-secondary professional education programs from two different cities (New York and Madrid) took a similar approach in using ePortfolio to facilitate high-impact behaviors (HIBs) among their students while showing how the ePortfolio enhances and supports other high impact practices (HIPs). In Madrid, ePortfolio was utilized to support a Matumaini Project as it integrated the academic work carried out in the classrooms to help a community in Kenya. On the other side of the Atlantic, the ePortfolio was implemented in order to connect didactic learning from the classroom to the clinical practice in the local community. Both case studies suggested that the ePortfolio combined with other high-impact practices plays a complementary role with other High-Impact Practices (HIPs) in higher education. Our statistical analysis sheds light on the relationship between seven high-impact behaviors present when two high-impact practices, such as the ePortfolio and Service-Learning, are combined. The correlations, both combined and by city, demonstrate the importance of promoting two high-impact behaviors in particular, which are: 1) quality interaction between the students and the professors and 2) providing opportunities to relate academic learning to real world experiences. When these two high-impact behaviors were maximized, our data suggest that the use of other high-impact behaviors examined in this study expanded as well. This research also confirms the importance of providing students a way to relate their classroom learning with real-world experiences.

scholarly journals Do Course-Based Service Learning Programs Offer More Benefits to Students than Non-Course-Based Programs? The Research Says “Yes”

2018 ◽  
Vol 7 (6) ◽  
pp. 197
Author(s):  
William Walker ◽  
Cynthia Walker
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Secondary Level ◽  
Learning Program ◽  
Post Secondary ◽  
Qualitative And Quantitative ◽  
Cognitive Component ◽  
Service Programs ◽  
Learning Programs

This article examines the qualitative and quantitative differences between course-based service learning programs and non-course-based service programs at the post-secondary level. A review of the research to date reveals greater benefits for students who participate in course-based community service compared to participation in non-course-based service. The course-based model’s cognitive component of organized reflection appears to be the key contributing factor that produces benefits superior to the non course-based approach, both in number and quality. Based on these findings, post-secondary institutions using non-course-based service learning program should consider changing to the course-based model.

Anger and Thirst for Change Among Students With Disabilities in Higher Education

2021 ◽  
pp. 268-290
Author(s):  
Frederic Fovet
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Social Model ◽  
Social Model Of Disability ◽  
Post Secondary ◽  
The Social ◽  
Design For Learning ◽  
K 12 ◽  
Radical Transformation

The K-12 sector has sought to develop inclusive provisions for over two decades, but post-secondary education has not shifted as rapidly towards the inclusion of students with disabilities. Inclusion still mostly amounts to retrofitting and the provision of accommodations. This leads to a degree of stigmatization, and rarely leads to a genuine metamorphosis of the higher education classroom, or the transformation of pedagogy. The result is a tangible tension between the expectations of students with disabilities and institutional culture. The chapter examines the power of the current discourse of students with disabilities and their thirst for change. It then seeks to explore how this discourse can be translated into action, and more particularly how the social model of disability can be integrated into higher education. Universal design for learning appears as a promising framework to translate this activism into tangible change. The chapter develops this reflection beyond pedagogy itself and considers how a framework such as UDL can support a radical transformation of leadership.

scholarly journals Exploring, Documenting, and Improving Humanitarian Service Learning through Engineers Without Borders USA

2017 ◽  
Author(s):  
Tina Lee ◽  
Devin R. Berg ◽  
Elizabeth Buchanan
Keyword(s):  
Service Learning ◽  
Community Based ◽  
Community Stakeholders ◽  
The Social ◽  
Challenges And Opportunities ◽  
Learning Programs ◽  
Professional Interactions ◽  
Engineers Without Borders

Exploring, Documenting, and Improving Humanitarian Service Learning through Engineers without Borders-USA is a four-year project exploring a variety of challenges and opportunities in university-based service learning programs. Specifically, this project looks holistically at the inception and evolution of a new Engineers Without Borders USA chapter, while analyzing characteristics, values, and demographics of individuals involved in EWB community-based humanitarian projects in multiple chapters. Further, it examines the social, cultural, and professional interactions and exchanges between and among EWB members and community stakeholders in EWB projects, examining several projects from a variety of chapters across the country.

Advanced professional education for library staff: Criteria for program selection and compromises

2020 ◽  
Author(s):  
Elena Lindeman ◽  
◽  
Darya Moseeva ◽  
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Educational Organizations ◽  
Double Standards ◽  
Evaluation Influence ◽  
Information Activity ◽  
Program Selection ◽  
Staff Appraisal ◽  
New Knowledge

The quality of programs in library and information activity offered by various advanced professional training centers are discussed along with the issues and vectors of advanced training of the RNPLS&T staff. The RNPLS&T has to choose between expensive courses when new knowledge and skills are guaranteed, and online express courses (fast, easy, cheaply) where no new competences are guaranteed though employees get standard certificates. This trend facilitates establishing more and more online training centers that are just making money due to the demand for standardized certification. The double standards of education programs evaluation influence the quality of knowledge, though documented and certified. The authors argue that the above mentioned educational organizations have to be controlled, the more so, as the libraries are to accomplish their staff appraisal.

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