scholarly journals The key role of tutors in Mathematics Learning Support – A report of the 10th annual IMLSN workshop

2016 ◽  
Vol 15 (1) ◽  
pp. 39 ◽  
Author(s):  
Kirsten Pfeiffer ◽  
Anthony Cronin ◽  
Ciarán Mac an Bhaird
Keyword(s):  
Secondary Education ◽  
Mathematics Learning ◽  
Short Description ◽  
Support Network ◽  
Learning Support ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Successful Event

In this article we give a short description of the 10th Annual Workshop of the Irish Mathematics Learning Support Network (IMLSN) Workshop. The workshop theme was ‘The key role of tutors of mathematics and statistics in Post-Secondary Education’. We briefly describe the aim of this workshop, discuss the presentations, and we close with some brief conclusions on this very successful event.

scholarly journals Maximizing the impact of digital supports in Mathematics Learning Support in Higher Education – An overview of the 9th Annual IMLSN Workshop

2015 ◽  
Vol 14 (1) ◽  
pp. 11 ◽  
Author(s):  
Anthony Gerard Cronin ◽  
Cormac Breen
Keyword(s):  
Higher Education ◽  
Mathematics Learning ◽  
Short Description ◽  
Support Network ◽  
Learning Support ◽  
The Impact ◽  
Successful Event

In this article we give a short description of the 9th Annual Workshop of the Irish Mathematics Learning Support Network (IMLSN) Workshop. The workshop theme was ‘Maximizing the impact of digital supports in Mathematics Learning Support in Higher Education’. We briefly describe the Irish Mathematics Learning Support Network (IMLSN) and outline the factors that motivated this workshop theme. We will also discuss the presentations, some of the issues that were raised during the workshop and we close with some brief conclusions on this very successful event.

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.

Coordination of Rehabilitation Services in Higher Education for Students with Psychiatric Disabilities

2000 ◽  
Vol 31 (4) ◽  
pp. 36-39 ◽  
Author(s):  
Kimberly D. Collins
Keyword(s):  
Young Adults ◽  
Secondary Education ◽  
Cognitive Abilities ◽  
Psychiatric Disabilities ◽  
Disability Services ◽  
Post Secondary Education ◽  
Academic Accommodations ◽  
Self Advocacy ◽  
Post Secondary

In today’s technologically advanced society, post-secondary education is a necessity to obtain stable positions with competitive salaries and adequate benefits. Many young adults with psychiatric disabilities have the cognitive abilities and academic skills to attend and complete college; however, they face significant barriers in achieving these goals. This article describes the barriers experienced by young adults with psychiatric disabilities attempting post-secondary education and the navigation of these barriers. The role of the disability services office in the provision of academic accommodations, service coordination with other on-campus and off-campus agencies, promotion of self-advocacy skills, psychological support, and one-to-one coaching to facilitate completion of a degree program is also discussed.

Promoting Post-secondary Education for High School-Aged Youth with Disabilities: A Model of Empowerment

1994 ◽  
Vol 13 (1) ◽  
pp. 57-63 ◽  
Author(s):  
Robert J. Miller ◽  
Stephanie Corbey ◽  
Gregg Asher
Keyword(s):  
Secondary Education ◽  
Rural Communities ◽  
Business Organizations ◽  
Post Secondary Education ◽  
Private Business ◽  
Youth With Disabilities ◽  
Post Secondary ◽  
State And Local ◽  
Local Agencies

Youth with disabilities are not realizing enrollment in post-secondary education at the same rate as their nondisabled peers. In rural Minnesota an attempt was made to increase the likelihood that youth with disabilities from rural communities would participate in post-secondary education. A conference for secondary youth with disabilities and their teachers was sponsored by a collaboration of state and local agencies, private business, organizations, and post-secondary institutions. The role of young adults with disabilities that were involved in a variety of post-secondary education institutions was a significant factor in the result of an increased number of youth with disabilities envisioning a future that includes post-secondary education after participating in the conference.

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