scholarly journals A multi-perspective examination of the barriers to field-placement experiences for students with disabilities

2014 ◽  
Vol 7 (2) ◽  
pp. 157 ◽  
Author(s):  
Tara Flanagan ◽  
Fiona J Benson ◽  
Frederic Fovet
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Collaborative Research ◽  
Teaching And Learning ◽  
Barriers To Success ◽  
Field Placement ◽  
Research Project ◽  
Disability Service ◽  
Post Secondary ◽  
Field Placements

In light of the innumerable changes in post-secondary environments that reflect a movement toward inclusive education and a reliance on real-world evaluations in the form of field placements, we report on our findings from a collaborative research project that examines field placement experiences from a variety of perspectives. Our research project, prompted by our own observations of the barriers to equity for field placement students with disabilities at our institution, is an attempt to reflect on our disability service and our teaching and learning practices. We expanded on the traditional focus in the field by creating a multi-dimensional cross-sector collaboration and by including the perspectives of Professional Program Directors, Field Placement Coordinators, and students with disabilities. We found that all stakeholders reported barriers to success in field placement for students with disabilities, saw few solutions, and anticipated the barriers to continue into the world of employment. We discuss these findings in relation to the implications for teaching and learning and for disability service provision in post-secondary institutions.

scholarly journals Giving a Voice to Students with Disabilities to Design Library Experiences: An Ethnographic Study

Societies ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 61
Author(s):  
Monica Cerdan Chiscano
Keyword(s):  
Resource Allocation ◽  
Focus Groups ◽  
Students With Disabilities ◽  
Design Process ◽  
Collaborative Research ◽  
Management Style ◽  
Ethnographic Study ◽  
Experience Design ◽  
Research Project

Although librarians generally display an inclusive management style, barriers to students with disabilities remain widespread. Against this backdrop, a collaborative research project called Inclusive Library was launched in 2019 in Catalonia, Spain. This study empirically tests how involving students with disabilities in the experience design process can lead to new improvements in users’ library experience. A mix of qualitative techniques, namely focus groups, ethnographic techniques and post-experience surveys, were used to gain insights from the 20 libraries and 20 students with disabilities collaborating in the project. Based on the participants’ voices and follow-up experiences, the study makes several suggestions on how libraries can improve their accessibility. Results indicate that ensuring proper resource allocation for accessibility improves students with disabilities’ library experience. Recommendations for library managers are also provided.

When Internships Goes Virtual

2021 ◽  
pp. 22-38
Author(s):  
Shanetia P. Clark ◽  
Lynne G. Long
Keyword(s):  
Teaching And Learning ◽  
Next Generation ◽  
Field Placement ◽  
University Supervisor ◽  
Digital Platforms ◽  
Post Secondary ◽  
Face To Face ◽  
The World ◽  
Black Field ◽  
Faculty And Staff

In early 2020, the coronavirus (COVID-19) pandemic ravaged countries across the world, causing them to essentially shut down. Communities had to retreat indoors and socially distance from one another. One aspect of life that drastically changed was schooling. It moved from traditional face-to-face spaces to online digital platforms. Students, faculty, and staff across all levels of schooling shifted to teaching and learning vis-a-vis online digital platforms. Those of us connected to the training of the next generation of teachers navigated through the uncertainty of the COVID-19 pandemic at the preschool to post-secondary levels as well. This chapter focuses on the authors' experiences as a Black university supervisor and as a Black field placement coordinator.

Tablets for inclusive teaching and learning in a mainstream setting - a need analysis

2018 ◽  
Vol 5 (2) ◽  
pp. 1-10
Author(s):  
Sylwia Galanciak ◽  
Anna Weiss ◽  
Miriam Judge ◽  
Charlotte Holland ◽  
Clara Grebe ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Mobile Devices ◽  
Inclusive Education ◽  
International Research ◽  
Teaching And Learning ◽  
Educational Opportunities ◽  
Mobile Technologies ◽  
Special Educational Needs ◽  
Need Analysis ◽  
Systemic Support

The article presents the results of international research on the use of mobile technologies as a support in the process of educating students with special educational needs. A team of researchers from five European countries conducted a survey among teachers using tablets while working with students with disabilities. Answers from the respondents reveal the image of educators who seek on their own, without any systemic support, opportunities to strengthen the educational opportunities of their pupils. The research results indicate that systemic organizational, methodical and financial solutions should be developed to facilitate the introduction of mobile devices for special and inclusive education.

scholarly journals Including the excluded in Open and Distance Learning in Namibia: Policy transformation to maximise the inclusion of students with visual impairments

2021 ◽  
Author(s):  
Isobel Green ◽  
Mirjam Sheyapo
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Visual Impairments ◽  
Link Type ◽  
Open And Distance Learning ◽  
Policy Transformation

It is evident that there is an increase in the enrolment of students with disability in Higher Education, particularly Students with Visual Impairments (SVI). However, it is also sad to note that, this group of students remain excluded and thus are less visible in Open and Distance Learning (ODL). The current pandemic (COVID-19) has put to test, the preparedness and pro-activeness of most higher education institutions to include students with disabilities in different modes of teaching and learning. This paper observed, reviewed, and analysed various legislatives to determine the preparedness of different ODL Centres of selected HEIs in Namibia. Amongst others, some national and institutional legislatives revealed lack of obliging guidelines to compel HEIs to commit to the inclusion of students with disabilities particularly the SVI. The paper concludes that there is lack of policy guidelines in HEIs toward inclusive education and consequently most institutions remain reluctant to prepare and be proactive to include SVI in the ODL programme. The paper calls for policy transformation at national, ministerial, and institutional, to move toward inclusive education through all modes of learning.

scholarly journals How to expand the boundaries: feminist posthumanist elaborations on change in education

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Karin Gunnarsson
Keyword(s):  
Secondary School ◽  
Collaborative Research ◽  
Teaching And Learning ◽  
Upper Secondary School ◽  
Research Project ◽  
Upper Secondary ◽  
Teaching Unit ◽  
Vital Matter

Change is a vital matter connecting to key educational concerns of teaching and learning and also involves questions of ethics. By deploying a feminist posthumanist framework, this paper elaborates change together with the notions of boundaries and responsibility. This is done by exploring moments from a collaborative research project conducted in a Swedish upper secondary school concerning a teaching unit focusing on equality and norms. The questions guiding the paper are: How is change enacted within the teaching? And, how to unfold the responsibilities the teaching entails? By working within the interplay of empirical enquiry and theoretical elaboration, the paper addresses how a multitude of encounters become involved in enactments of change.  Further, it unfolds how change entails both unpredictability and responsibility for teaching and learning. In the concluding notes the ambiguities of change are stressed addressing the call within posthuman ethics of how to expand the boundaries.

scholarly journals Like fire to water: building bridging collaborations between Disability service providers and course instructors to create user friendly and resource efficient UDL implementation material

2014 ◽  
Vol 7 (1) ◽  
pp. 68 ◽  
Author(s):  
Frederic Fovet ◽  
Heather Mole ◽  
Tynan Jarrett ◽  
David Syncox
Keyword(s):  
Teaching And Learning ◽  
Service Providers ◽  
Universal Design For Learning ◽  
Disability Service ◽  
Support Unit ◽  
Post Secondary ◽  
Disability Service Providers ◽  
Design For Learning ◽  
Initial Hypothesis ◽  
User Friendly

This study presents a post-secondary campus` experience with systematic and global promotion of Universal Design for Learning. It analyzes data collected over a 24 months period, relating to course instructors’ responses to the framework, through the lens of the initial hypothesis that successes and failures in adoption might be explained by the existence of variables that act as facilitators or stressors in the eyes of the participants. It is argued that identifying these variables allows campuses to map winning conditions for the rapid adoption of UDL by course instructors, irrespective of institutional context and resources. Importantly the study highlights that the full identification of these factors requires the involvement and collaboration of not simply the disability service provider, but also the Teaching and Learning support unit and the equity and diversity office. The study argues that such a collaboration model is transferable to other institutions.

Inclusive Transition

2019 ◽  
pp. 119-140
Author(s):  
Jacqueline Hawkins ◽  
Elizabeth P. McDaniel
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Transition Planning ◽  
Transition Process ◽  
Post Secondary ◽  
College And Career ◽  
High School To College ◽  
Transition From High School ◽  
Increasing Trends ◽  
Transition Support

Increasing trends in the number of students with disabilities who transition from high school to college and career have been evidenced in the past 30 years. Transition support for students who have been included in secondary school classrooms is necessary to ensure successful outcomes. The purpose of this chapter is to present the evolution of transition support and two evidence-based transition planning approaches. The chapter also presents the laws that support transition at various points in the educational pipeline and suggests training and outcomes that might be provided for students and their families and educators. Inclusive education has done much to spur the need for change in the transition process. The approaches are available. They need to be implemented to support students to persist and succeed in post-secondary education and in the world of work.

scholarly journals A Collaborative Auto-Ethnography: A South Africa-China Community of Practice and Its International Collaborative Research Process

2019 ◽  
Vol 23 ◽  
Author(s):  
Norma Nel ◽  
Soezin Krog ◽  
L. D. M. Oupa Lebeloane ◽  
Linpu Wang
Keyword(s):  
Foreign Language ◽  
Community Of Practice ◽  
South African ◽  
Collaborative Research ◽  
Teaching And Learning ◽  
Research Process ◽  
Future Research ◽  
Research Project ◽  
Ethnic Chinese ◽  
Auto Ethnography

A South African university and a Chinese university embarked on a collaborative research project in 2014. The project was propelled by the introduction of Mandarin as a second additional language in South African schools and Mandarin taught as a foreign language to non-Chinese learners and mixed-blood learners (one parent is ethnic Chinese) in schools in China. A Community of Practice (CoP) was established as part of the existing research project in 2017. Based on our research process experiences as a CoP we were able to present a collaborative auto-ethnographic narrative. The focus was on the teaching and learning of Mandarin as a foreign language: Chinese characters. The benefits of the CoP for each country ensure the sustainability of the research project, with a renewed vision for future research. CoPs are enablers of collaborative comparative research whereby their combined experiences and conclusions are reflected in an auto-ethnographic narrative.

Wheelchair Access and Inclusion Barriers on Campus

2017 ◽  
pp. 178-203
Author(s):  
Maryan Amaral
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Support Services ◽  
Universal Design ◽  
Universal Access ◽  
Paradigm Shifts ◽  
Disabled Students ◽  
Post Secondary ◽  
Design Paradigm

Students with disabilities are achieving greater success in high school and attending post-secondary institutions at higher rates than ever before. However, disabled students are graduating at a lower rate than their able-bodied peers. Federally legislated mandates on accessibility have strengthened over the past decades, yet statistics suggest that inclusion, access, and support services for students are inadequate. Universal Design principles and barrier-free concepts are beginning to trend as possible solutions to higher education inclusion barriers. The universal design paradigm shifts the focus from providing accommodations for individual students to removing barriers in the environment and thus promoting universal access. This chapter will explore the barriers to inclusive education that students with disabilities face and propose solutions to create more inclusive and welcoming campuses that facilitate the success of all students.

Inclusive Transition

2022 ◽  
pp. 1757-1772
Author(s):  
Jacqueline Hawkins ◽  
Elizabeth P. McDaniel
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Transition Planning ◽  
Transition Process ◽  
Post Secondary ◽  
College And Career ◽  
High School To College ◽  
Transition From High School ◽  
Increasing Trends ◽  
Transition Support

Increasing trends in the number of students with disabilities who transition from high school to college and career have been evidenced in the past 30 years. Transition support for students who have been included in secondary school classrooms is necessary to ensure successful outcomes. The purpose of this chapter is to present the evolution of transition support and two evidence-based transition planning approaches. The chapter also presents the laws that support transition at various points in the educational pipeline and suggests training and outcomes that might be provided for students and their families and educators. Inclusive education has done much to spur the need for change in the transition process. The approaches are available. They need to be implemented to support students to persist and succeed in post-secondary education and in the world of work.

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