scholarly journals Support Provision in Greek Higher Education: Examining Students’ Accounts

2020 ◽  
Vol 4 (3) ◽  
pp. 127-138
Author(s):  
Olga Tzafea ◽  
Panagiota Gkofa ◽  
Eleni Sianou-Kyrgiou ◽  
Antigone Sarakinioti
Keyword(s):  
Higher Education ◽  
Support Provision

scholarly journals “Everyone Thought My Library Assistant was My Mum”. Visually Impaired and Blind Students’ Experiences of Interactions with Support and Other Staff in Higher Education.

2021 ◽  
pp. 1-22
Author(s):  
Emma Croft
Keyword(s):  
Higher Education ◽  
Visually Impaired ◽  
Support Staff ◽  
Academic Experience ◽  
Support Worker ◽  
Support Provision ◽  
Uk Higher Education ◽  
The Relationship ◽  
Research Show ◽  
Blind Students

Abstract This article explores visually impaired (vi) and blind students’ experiences of support as an undergraduate student in UK higher education (he) by focusing specifically on relationships and interactions between vi and blind students and support staff within Higher Education. Participants within this research show how their experiences highlight an uneven and often exclusionary Higher Education landscape. Constructions of disability and impairment show a complex relationship between support provision as it is offered and experienced. The findings overall suggest the experience of support is more than the placing together of student and support worker and concerns the management of this relationship, particularly around underlying assumptions about being vi. Support is not unnecessary or unwelcome, instead, the complexity of the relationship, the additional work associated with support experienced by these students, combine to shape academic experience.

scholarly journals Dual Career Support Activities of High-Performance Students-Athletes in the Project “More than Gold”

2021 ◽  
Author(s):  
Ilvis Abelkalns ◽  
◽  
Laura Capranica ◽  
Mojca Doupona ◽  
Anda Paegle ◽  
...  
Keyword(s):  
Higher Education ◽  
High Performance ◽  
Academic Staff ◽  
Group Discussion ◽  
Dual Career ◽  
Long Distance ◽  
Career Support ◽  
Support Provision ◽  
The University ◽  
Academic Year

One of the European Union’s (EU) priorities in sports is the holistic development of athletes through combining high-performance sports with higher education. Within the ERASMUS+Sport Collaborative Partnership “More than Gold” (MTG, 603346-EPP-1-2018-1-LV-SPO-SCP), the aim of the empirical research was to clarify and analyse the opinions of high-performance athletes of five Member States on the opportunities for Dual Career (DC) implementation as well as support provision for high-performance athletes within their DC implementation. Survey as the research method was chosen applying questionnaire, interview and focus-group discussion as data collection methods. The research sample included in this work comprised 284 athletes. The data obtained revealed the challenges related to overlapping schedules, long distance from the university to the training venue, and the lack of understanding and flexibility from the academic staff, which was especially challenging in the first academic year. The respondents appreciated the support of DC tutors. Finally, the opinion of experts allowed to identify 9 aspects to be implemented within the DC perspective (e. g., access to educational facilities, tutorship, psychological support). Findings urge to implement DC programmes at higher education institutions (HEIs) comprising DC guidance, flexible study and training schedules, customized curricula, distance learning, proximity of training facilities and sports services, psychological and career support services tailored for elite-athletes. Therefore, the More Than Gold Guidelines for HEIs are crucial for the development of the European DC culture.

scholarly journals The unpredictable body, identity, and disclosure: Identifying the strategies of chronically ill students at university

2021 ◽  
Vol 41 (2) ◽  
Author(s):  
Louise Toller ◽  
Hannah Farrimond
Keyword(s):  
Higher Education ◽  
University Students ◽  
Chronically Ill ◽  
Chronic Illnesses ◽  
Policy And Practice ◽  
Support Provision ◽  
Disability Support ◽  
The Uk ◽  
Uk Higher Education

The experiences of university students with chronic illnesses have been neglected in previous research, despite the fact that they make up the third largest disability category in the UK. The propensity of chronic illnesses to fluctuate unpredictably sets them apart from other forms of disability, yet little is known about how this inherent uncertainty impacts experiences in higher education, or the strategies students develop in order to simultaneously manage their illness and studies. This article presents a thematic analysis of episodic interviews with 13 current or recent UK university students with chronic illness. One student (Sophia)'s narrative is used as a case study through which the main themes are illustrated, with the stories of other students woven around this, building up a picture of uncertainty and unpredictability.The ill body was consistently experienced as a frustrating barrier around which life had to be reshaped. Utilising university disability support required disclosure and the acceptance of a disabled identity, yet also minimised the intrusion of illness by enabling students to work within their limitations, reducing the risk of symptom exacerbation or relapse.While participants did not struggle to be accepted as disabled or to access support, the fluctuating nature of their chronic illnesses failed to fit the narrower conceptualisations of disability that institutional systems were often created for. Participants felt that the support systems provided were not designed for liminal conditions, that standard support and adjustments were not always relevant to their needs, and that provision was inconsistent. In conclusion, this mismatch between the needs of chronically ill students and support provision demonstrates that gaps between equality policy and practice exist in UK higher education institutions. 

Cluttering in the Communicative Disorders Curriculum

2009 ◽  
Vol 19 (2) ◽  
pp. 52-57
Author(s):  
John A. Tetnowski
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Communication Disorders ◽  
Educational Opportunities ◽  
Opportunities For Learning ◽  
Communicative Disorders ◽  
Theoretical Issues

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.

Systems of Oppression in Geriatric Clinical Service Delivery

2021 ◽  
pp. 1-3
Author(s):  
Diane L. Kendall
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Clinical Setting ◽  
Service Providers ◽  
Hard Work ◽  
Clinical Service ◽  
Meaningful Change ◽  
Important Work ◽  
Speech Language Pathologists ◽  
Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

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