scholarly journals Desafios e perspectivas do estudante com deficiência visual na educação superior: análise da produção científica

2020 ◽  
Vol 24 (esp. 2) ◽  
pp. 1118-1136
Author(s):  
José Aparecido da Costa ◽  
Rosely dos Santos Madruga ◽  
Alexandra Ayach Anache ◽  
Eladio Sebastian-Heredero
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Visual Impairment ◽  
Students With Disabilities ◽  
Visual Impairments ◽  
Educational Assistance ◽  
Higher Education Access ◽  
Education Access ◽  
The Government ◽  
New Policies

The inclusion of students with visual impairments in higher education has still been challenging for managers and teachers to ensure academic success. Despite the investment initiatives by the government, but they are still insufficient in the face of the difficulties of access and permanence of these students. Therefore, the objective of this work is to analyze research on access and permanence with an emphasis on Specialized Educational Assistance for students with visual impairments in the productions of the Special Education Journal of the Federal University of Santa Maria (UFSM) in the period from 2014 to 2019. We used a quantitative-qualitative analysis of the nature of reviewing scientific production in the journal in question, for this we work with the indicators of disability, visual impairment, higher education, access, permanence, specialized educational assistance and their combinations. The search resulted in 519 articles, of which only 39 address inclusion in higher education. 14 were selected for analysis, dealing with visual impairment, higher education, inclusion and permanence. We conclude that the number of visually impaired students in Higher Education has increased by more than 50% (fifty percent), that there is a set of legislation that favors inclusion, but the conditions, whether of resources/technologies or teacher formation, do not yet appear for its effectiveness, according to research. Specialized educational assistance, guaranteed by law, is not yet perceived as materialized. Publications are relevant for the creation of new policies, actions and strategies for the permanence of students with disabilities in higher education and specialized educational assistance according to their specificities, but it still need further study.

Non-Burdensome Process: An Argument in Support of Reframing What Constitutes Necessary Disability Documentation

2021 ◽  
Vol 26 (2) ◽  
Author(s):  
Jamie Axelrod ◽  
Adam Meyer ◽  
Julie Alexander ◽  
Enjie Hall ◽  
Kristie Orr
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
First Language ◽  
College Campuses ◽  
Third Party ◽  
Higher Education Access ◽  
Education Access ◽  
Work Settings ◽  
Disability Accommodation ◽  
Disability Documentation

Institutions of higher education and their respective disability offices have been challenged with determining how to apply the 2008 Americans with Disabilities Act Amendments Act (ADAAA) in our present-day work settings. Prior to the amendments, third-party documentation was considered essential almost to the point of being non-negotiable in need for most disability offices to facilitate accommodations for disabled students (The authors have made an intentional choice to utilize identity-first language to challenge negative connotations associated with the term disability and highlight the role that inaccessible systems and environments play in disabling people). The ADAAA questioned this mindset. Students with disabilities often found (and still find) themselves burdened financially and procedurally by disability offices requiring documentation to the point where students may not receive the access they truly need. Furthermore, college campuses are increasingly focusing on the limitations of the environment and not the person. As a result of this evolution, the Association on Higher Education and Disability (AHEAD) offered a new framework in 2012 describing how to define documentation. For professionals in the higher education disability field and for those invested in this work, it is critical to grasp the evolving understanding of what constitutes documentation and necessary information to make disability accommodation decisions. Otherwise, disabiled students may be further excluded from higher education access.

Angolan Higher Education, Policy, and Leadership

2020 ◽  
pp. 580-604
Author(s):  
Nicolau Nkiawete Manuel
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Tertiary Education ◽  
Transformative Leadership ◽  
African Countries ◽  
Higher Education Access ◽  
Education Access ◽  
Leadership For Social Justice ◽  
The Government

Since the end of the armed conflict in 2002, Angola has witnessed rapid socio-economic development characterized by the stabilization of macro-economic indicators. In this context, the government has been implementing important structural and economic reforms, including in the area of education. The purpose of this chapter is to reflect on these developments and the implication they might have on development of sustainable higher education, access, quality education, equity, leadership, and education policy. The chapter provides a brief comparative analysis of tertiary education funding among the countries of Southern Development Community (SADC) and other African countries in order to draw the attention of the decision makers about the relevance to invest more on education and protect the investments that the state has been making in education. In addition, the chapter calls for transformative leadership for social justice and change in organizational culture as an alternative avenue for enforcing current policies.

scholarly journals The implementation of policy for the appointment of government employees with work contract in New State Universities (A Study in Borneo Tarakan University)

2019 ◽  
Vol 10 (2) ◽  
pp. 157-166
Author(s):  
Tri Susilo ◽  
Bambang Santoso Haryono ◽  
Ainul Hayat
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
State Universities ◽  
Private Institutions ◽  
Government Employees ◽  
Higher Education Access ◽  
Education Access ◽  
Complex Process ◽  
The Government ◽  
Work Contract

Abstract This research investigated the implementation of policy for the appointment of lecturers and education staffs in Borneo Tarakan University as government employees based on work contract. One of the attempt made by the government to evenly provide higher education access throughout Indonesia was by converting several private-owned universities into new state-owned universities. The policy explained that all properties, students, rights and obligation which had been under private institutions’ responsibility were then transferred to the government. However, this policy excludes the transfer of employees who work in the universities. The policy also mentions that all staffs are required to carry out their regular works until new regulations are released. Unfortunately, this policy often led to issues regarding the certainty of employee’s status at work as. After going through a complex process, Presidential Regulation Number 10 of 2016 has been released, in which it is stated that all lecturers and education staffs are appointed as government employees based on work contract. Despite the release of this regulation, until the time this research was conducted, the appointment had not yet been carried out. This descriptive qualitative research has revealed that the policy has not yet been well administered in Borneo Tarakan University due to some problems.

Angolan Higher Education, Policy, and Leadership

2021 ◽  
pp. 1023-1047
Author(s):  
Nicolau Nkiawete Manuel
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Tertiary Education ◽  
Transformative Leadership ◽  
African Countries ◽  
Higher Education Access ◽  
Education Access ◽  
Leadership For Social Justice ◽  
The Government

Since the end of the armed conflict in 2002, Angola has witnessed rapid socio-economic development characterized by the stabilization of macro-economic indicators. In this context, the government has been implementing important structural and economic reforms, including in the area of education. The purpose of this chapter is to reflect on these developments and the implication they might have on development of sustainable higher education, access, quality education, equity, leadership, and education policy. The chapter provides a brief comparative analysis of tertiary education funding among the countries of Southern Development Community (SADC) and other African countries in order to draw the attention of the decision makers about the relevance to invest more on education and protect the investments that the state has been making in education. In addition, the chapter calls for transformative leadership for social justice and change in organizational culture as an alternative avenue for enforcing current policies.

scholarly journals Screening and Assessment of Specific Learning Disabilities in Higher Education Institutes in the Republic of Ireland

2015 ◽  
Vol 25 (1) ◽  
pp. 13-23
Author(s):  
Emma Harkin ◽  
Alison Doyle ◽  
Conor Mc Guckin
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Students With Disabilities ◽  
Assessment Procedure ◽  
Academic Difficulties ◽  
Republic Of Ireland ◽  
Higher Education Access ◽  
Education Access ◽  
The Republic ◽  
Specific Learning

Students with specific learning difficulties (SpLD) in higher education institutions (HEIs) in the Republic of Ireland are required to have a formal psycho-educational assessment from an educational psychologist to register with Disability Services in HEIs, to be eligible for support through the Fund for Students with Disabilities (FSD). Such assessments are expensive and often beyond the financial means of students and their families. However, there is a sustained demand from students experiencing academic difficulties for diagnostic assessment of SpLD (Association for Higher Education Access and Disability [AHEAD], 2012). This study describes the SpLD screening and assessment practices implemented by HEIs in Ireland (n = 14), finding that (a) there are no defined parameters for assessment of SpLD in higher education (HE), meaning that methods and accuracy of identification of positive indicators may vary across HEIs; and (b) the majority of HEIs screen for dyslexia only, with little or no recognition of the need to assess for comorbidity of learning disabilities. Findings support the requirement for a reliable and valid standardised assessment procedure for Irish HEIs, which would provide equitable access to an initial diagnosis. Finally, a screening model is proposed, which is currently provided by one HEI.

scholarly journals Integrated and Inclusive Higher Education in Vladimir State University: Current State and Development Perspectives

2017 ◽  
Vol 22 (1) ◽  
pp. 130-139
Author(s):  
I.N. Yegorov ◽  
A.N. Panfilov
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Professional Education ◽  
Visual Impairments ◽  
Educational Process ◽  
State University ◽  
Educational Assistance ◽  
The Disabled ◽  
The Many

The paper summarizes the many years of experience in methodological support and training at the Center of Professional Education for the Disabled and at the “Inclusive Education” Research and Educational Center of the Vladimir State University. At these centers the work is aimed at establishing a system of continuous higher inclusive education for persons with hearing and visual impairments. The paper focuses on the issues concerning the organization of educational process and the adaptation of learning materials for students with hearing and visual impairments; it addresses the problem of creating a system of academic support for students with disabilities and providing psychological and educational assistance to individuals with hearing and visual impairments in the system of higher education.

Angolan Higher Education, Policy, and Leadership

2016 ◽  
pp. 164-188
Author(s):  
Nicolau Nkiawete Manuel
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Tertiary Education ◽  
Transformative Leadership ◽  
African Countries ◽  
Higher Education Access ◽  
Education Access ◽  
Leadership For Social Justice ◽  
The Government

Since the end of the armed conflict in 2002, Angola has witnessed rapid socio-economic development characterized by the stabilization of macro-economic indicators. In this context, the government has been implementing important structural and economic reforms, including in the area of education. The purpose of this chapter is to reflect on these developments and the implication they might have on development of sustainable higher education, access, quality education, equity, leadership, and education policy. The chapter provides a brief comparative analysis of tertiary education funding among the countries of Southern Development Community (SADC) and other African countries in order to draw the attention of the decision makers about the relevance to invest more on education and protect the investments that the state has been making in education. In addition, the chapter calls for transformative leadership for social justice and change in organizational culture as an alternative avenue for enforcing current policies.

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