scholarly journals Ready or Not, Here They Come: Inclusion of Invisible Disabilities in Post-Secondary Education

2009 ◽  
Vol 5 (1) ◽  
Author(s):  
Karen Csoli ◽  
Sheila Bennett ◽  
Tiffany L Gallagher
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Students With Disabilities ◽  
School Level ◽  
Access To Higher Education ◽  
Post Secondary Education ◽  
Secondary Educators ◽  
Post Secondary ◽  
Invisible Disabilities ◽  
Novel Concept

In Ontario, elementary and secondary school programs such as "School Success" and legislation such as Education for All have greatly increased the success of students with disabilities. Success at the secondary school level means that more students with disabilities are choosing to attend postsecondary institutions. This paper focuses on the transition of students with invisible disabilities from secondary to post-secondary education. Universal Instructional Design is reviewed as an appropriate teaching tool for the postsecondary level, as it allows for increased access to meaningful learning experiences for students with and without disabilities. At this point in time, rights-based inclusion is still a novel concept and post-secondary educators struggle with what it means and what it looks like to include learners with disabilities. Issues that prevent the rights of individuals with special needs from being realized include access to higher education, limited funding, and employment equity.

scholarly journals Podcasting para la motivación del alumnado de música en educación secundaria hacia la práctica instrumental / Podcasting for Motivating Secondary School Music Students Towards Musical Performance

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Jose Palazon Herrera
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Digital Technology ◽  
Work Experience ◽  
Music Students ◽  
Post Secondary Education ◽  
Post Secondary ◽  
School Music ◽  
Musical Interpretation ◽  
Music Class

ABSTRACTEven though podcasting is a relatively new digital technology, it is becoming a tool of great value in the field of education. Although its possibilities are mainly being explored in post-secondary education, in recent years, the amount of studies and experiences in secondary education have incremented. In this communication we present a music class work experience where podcasts (mainly video podcasts) have been used to support musical interpretation. The data in this project indicates that students feel very motivated when using podcasts, a tool which comes from the 2.0 Web and that has a great potential for working on instrumental techniques.RESUMENAunque el podcasting es una tecnología digital relativamente nueva, se está convirtiendo en una herramienta de gran valor en el ámbito educativo. Aunque sus posibilidades están siendo exploradas principalmente en la educación superior, en los últimos años han ido apareciendo estudios y experiencias llevados a cabo en la educación secundaria. En esta comunicación presentamos una experiencia de trabajo en el aula de música utilizando podcasts (principalmente videopodcasts, podcasts de vídeo) de apoyo a la interpretación instrumental. Los datos de este trabajo indican que el alumnado se muestra muy motivado con el uso de podcasts, una herramienta proveniente de la Web 2.0 con gran potencial para el trabajo de la técnica instrumental. Contacto principal: [email protected]

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.

Effective Practices for Helping Students Transition to Post-Secondary Education

2020 ◽  
Author(s):  
Jenn de Lugt
Keyword(s):  
High School ◽  
Secondary Education ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Independent Living ◽  
Equal Opportunity ◽  
Effective Means ◽  
Careful Consideration ◽  
Post Secondary Education ◽  
Post Secondary

Globally, more and more students with disabilities are choosing to continue on to post-secondary education following high school. Nevertheless, in comparison to their non-disabled peers, young people with disabilities are persistently underrepresented in this area. As with students without disabilities, a post-secondary diploma or degree will enhance opportunities for employment, both in terms of options and income. Bridging the gap between high school and post-secondary education can be daunting for most students, but with the added complexities associated with disabilities, the challenges will be intensified. Hence, a supportive and efficacious transition between secondary and post-secondary settings is not only helpful, but essential. For post-secondary education to be inclusive, it must be accessible. To be accessible, the transition must support the student by taking into account their strengths, challenges, interests, and goals, while considering the post-secondary environment. Successful transition plans must be student-centered, collaborative, begin early, and include measured and specific steps that are individually designed to help individual students bridge the gap. Key elements and considerations include: (a) assessing the environment and the fit; (b) developing the student’s self-advocacy skills; (c) tailoring accommodations based on the academic, social, and independent living skills of the student; and (d) supporting the student emotionally and mentally through the transition and beyond. Additional considerations include the use of assistive technology, mentoring programs, and familiarizing the student with the environment in advance of the change. Although often considered the panacea for the many academic and organizational challenges faced by students with disabilities, assistive technology is most beneficial if introduced early; this allows the student to experiment, select, and become familiar with it before leaving high school. Mentorship programs and supports, both formal and informal, should be given careful consideration as effective means of facilitating the transition. In addition to the academic and social challenges, the disruption of routines and the unfamiliar aspects of the post-secondary environment can be particularly daunting for students with disabilities. To negotiate and mitigate these aspects it might be beneficial to create opportunities for the student to become familiar with the post-secondary institution before going there. By easing and supporting the transition of students with disabilities in these and other ways, some of the barriers they face are ameliorated. Affording equal opportunity for students with disabilities to progress to post-secondary education and the subsequent workforce is not only just, it is a moral obligation and essential to an inclusive society.

POST-SECONDARY EDUCATION IN HONG KONG: Repercussions for Inequality and Civil Society

Asian Survey ◽  
2003 ◽  
Vol 43 (6) ◽  
pp. 989-1011 ◽  
Author(s):  
David Post
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Civil Society ◽  
Secondary Education ◽  
Access To Higher Education ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Student Access ◽  
Education In Hong Kong

Abstract Hong Kong has launched an ambitious reform of post-secondary education, expanding student access but also diversifying the missions of institutions and their finance. To illuminate repercussions for civil society, this article identifies three unresolved policy dilemmas. It then presents emergent trends in inequality of access to higher education through analysis of the 1981, 1991, and 2001 population censuses.

scholarly journals Direct Funding to Users: A Schematic Analysis

1982 ◽  
Vol 12 (3) ◽  
pp. 65-71
Author(s):  
James Downey ◽  
Howard Fritz
Keyword(s):  
Secondary Education ◽  
Family Income ◽  
School Level ◽  
Student Choice ◽  
School Age Children ◽  
Post Secondary Education ◽  
Voucher Scheme ◽  
Role Of Government ◽  
Post Secondary ◽  
Athletic Ability

Direct funding to users, or student-choice programs, are usually referred to as 'voucher schemes' in the literature. The literature, however, has little to say about vouchers in the context of post-secondary education. A voucher scheme at the elementary or secondary school level operates in an environment of com- pulsory attendance and makes vouchers available to all school-age children who use them to buy education at the school of their choice. At the post-secondary level, where attendance is not compulsory, a voucher scheme would have to take into account (among other things) how many vouchers to make available, how much they should be worth, and who would receive them. In this respect vouchers resemble scholarships. They could, of course, be made available to all students admitted to an accredited post-secondary institution; on the other hand, if the supply of vouchers were limited, they could be rationed on the basis of academic achievement, family income, athletic ability, competi- tive examinations, etc. The term 'voucher schemes' has become synonymous with systems that emphasize student choice in determining the allocation of resources to and within education. The coinage of the term is generally attributed to Milton Friedman, who used it in his 1955 essay, 'The Role of Government in Education'.1 In 1980 Friedman re-examined and reaffirmed the concept in a much-publicized book he wrote in collaboration with Rose Friedman, 'Free to Choose'.2 More recently still John Holland and Saeed Quazi,3 in a study done for the Secretary of State, reviewed the voucher literature and proposed a scheme that incorporates a financial aid component with a means test. Generally speaking, the reasons put forward for adopting a voucher scheme are these: greater social equity, improved institutional efficiency, enhanced federal visibility in funding of post-secondary education, and promotion of specific fields of study.

Trends and Challenges in Serving Students with Disabilities in Post-Secondary Education

2014 ◽  
pp. 486-510
Author(s):  
Michael J. Roszkowski ◽  
Scott Spreat ◽  
MarySheila E. McDonald ◽  
Margot Soven
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Secondary Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Higher Education Institutions ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Insight Into

The present chapter provides a detailed insight into the challenges faced by higher education institutions across the globe in providing education to students with disabilities. The chapter examines the enrolment pattern of these learners and how this varies with the nature and kind of disabilities. It also identifies the factors that affect the academic success of these learners and suggests measures that can enhance enrollment of learners with special needs.

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