Perception of Disability: Motricity-oriented education routes and inclusivity-based research perspectives

2021 ◽  
pp. 222-232
Author(s):  
Rosa Sgambelluri
Keyword(s):  
Knowledge Acquisition ◽  
Special Needs ◽  
Teaching And Learning ◽  
Educational Practice ◽  
Educational Experience ◽  
Teacher Attitude ◽  
Research Perspectives ◽  
Inclusive Processes ◽  
The University ◽  
Teacher's Perception

Many education scholars consider motricity aggregating and inclusive (Bertagna, 2005; Block & Vogler, 1994; Goodwin & Watkinson, 2000; Moliterni, 2013). It helps all students to develop specific motor and relational skills and non-special-needs students to manage special needs effectively (Slininger, Sherrill, & Jankowski, 2000). These positive aspects also have their impact on PE teachers according to their individual views of disability and special needs (Papadopoulou, Kokaridas, Papanikolaou, & Patsiasouras, 2004; Tripp & Rizzo, 2006). However, teacher attitude towards a special-needs student does influence day-to-day teaching and learning. The special-needs teacher's perception of disability is an important inclusivity factor that could make educational practice difficult, as class design needs constant adaptation and change. The paper presents an important educational experience at the University of Reggio Calabria, Italy, as we worked on our future special-needs teachers' perception and consequent management of inclusivity through motricity knowledge acquisition, with a view to designing and practicing more and more inclusive processes.

Adjusting Educational Practice to Increase Female Persistence in the Sciences

2000 ◽  
Vol 1 (4) ◽  
pp. 335-355 ◽  
Author(s):  
Michelle S. Hyde ◽  
Julie Gess-Newsome
Keyword(s):  
Educational Practice ◽  
Educational Experience ◽  
Support Networks ◽  
Financial Assistance ◽  
Support Programs ◽  
Science And Engineering ◽  
University Programs ◽  
University Support ◽  
The University ◽  
University Setting

The purpose of this study was to determine the importance of university programs designed to support, encourage, and retain female undergraduates enrolled in math, science, and engineering (MSE) majors. Interviews and roundtable discussions with thirty-two junior and senior female MSE majors revealed numerous factors within the university setting that contributed to female MSE retention and graduation. Four factors are discussed within the scope of this article: support networks and university acclimation, faculty associations, financial assistance, and university support programs that created a more personalized educational experience.

scholarly journals Learners with Special Needs: Problems faced by Students and Teachers at University Level

2021 ◽  
Vol 4 (4) ◽  
pp. 783-795
Author(s):  
Ghazal Khalid Siddiqui ◽  
Syeda Naureen Mumtaz ◽  
Farah Shafiq
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Psychological Issues ◽  
Single Person ◽  
Teachers And Students ◽  
University Level ◽  
The Right ◽  
The University ◽  
Physically Handicapped

Every person in this world has the right to be educated and by every person means every single person, yes, the persons of special needs as well. About 15 percent of the world’s population has suffered various forms of disabilities such as visual and hearing impairment, physically handicapped, or mental retardation. Literature provides pieces of evidence that this area of education is often neglected and therefore this qualitative research aimed to highlight the importance of inclusive education in Pakistan. As there were limited researches available and most of them are based on document analysis so, the 1st purpose of this research was to find out the problems that a teacher faced while teaching a special learner at a higher education level. 2nd to find out the student’s perspective of studying in an inclusive setting at the university level. For this purpose, a phenomenological design was used and both teachers and their students took interviews. Both teachers and students that obstruct teaching and learning in inclusive classrooms identified the following four zones. (a) Insufficient knowledge of teachers and lack of awareness about inclusion in the classroom. (b) Lack of training employed in inclusive or regular classrooms with differently-abled students; (c) Lack of examination to choose the most suitable aids which helpful for the teaching in the inclusive regular classroom. (d). Learning difficulty and psychological issues in the classroom.

scholarly journals Fomentando la competencia digital docente en la universidad: Percepción de estudiantes y docentes

2019 ◽  
Vol 38 (1) ◽  
pp. 167-182 ◽  
Author(s):  
Maria Domingo-Coscollola ◽  
Alejandra Bosco-Paniagua ◽  
Sara Carrasco-Segovia ◽  
Joan-Anton Sánchez-Valero
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Educational Practice ◽  
Digital Citizenship ◽  
Mixed Method Research ◽  
Digital Competence ◽  
University Teachers ◽  
The University ◽  
Competencia Digital

Este artículo da cuenta del proyecto “Propuesta interuniversitaria de formación inicial de maestros en tecnologías digitales”. Para elaborarla, nos planteamos conocer la percepción de estudiantes y de docentes sobre qué necesidades abordar en relación con las tecnologías digitales y la competencia digital metodológica, y qué acciones institucionales son preferentes para desarrollar la competencia digital docente (CDD). En este estudio, utilizamos un diseño de investigación de métodos mixtos. Las técnicas e instrumentos usados han sido el análisis de la documentación disponible, grupos de discusión y cuestionarios. La propuesta va dirigida a las nueve universidades catalanas que imparten la formación de futuros docentes en los grados de Maestro de Educación Infantil y Primaria. Las principales conclusiones apuntan hacia la necesidad de vincular la universidad con la sociedad, así como de favorecer un desarrollo profesional del profesorado universitario y la alfabetización digital de sus estudiantes fomentando el aprendizaje colaborativo y la autoría. También, se destaca la importancia de priorizar la comunicación y la colaboración durante el proceso de enseñanza y aprendizaje usando recursos digitales útiles que lo faciliten. A su vez, se resalta la ética y la ciudadanía digital como una dimensión emergente a considerar en la práctica educativa. Finalmente, se apuntan tres acciones institucionales sobre CDD para contemplar en los planes de estudio universitarios. This article provides an account of the project "An inter-university proposal for the initial training of teachers in digital technologies". In order to prepare it, we consider the perception of students and teachers on what needs to be addressed with regard to digital technologies and methodological digital competence, and what institutional actions are preferential for the development of teachers’ digital competence (TDC). In this study, we used a mixed-method research design. The techniques and instruments used have been the analysis of available documentation, focus groups and surveys. The proposal is targeted at the nine Catalan Universities that provide training for future teachers in Pre-school and Primary Education Degrees. The main findings point to the need to link the university to the society, as well as to promote a professional development of university teachers and the digital literacy of their students by fostering collaborative learning and authorship.  Likewise, it highlights the importance of prioritizing communication and collaboration during the teaching and learning process using useful digital resources that facilitate it. At the same time, ethics and digital citizenship is highlighted as an emerging dimension to be considered in educational practice. Finally, three institutional actions about TDC are pointed out to consider in university curricula.

scholarly journals SPECIAL NEEDS EDUCATION PERSPECTIVES IN THE PRACTICE OF LEISURE-TIME CENTRES

2014 ◽  
Vol 62 (1) ◽  
pp. 51-61
Author(s):  
Berit Willén Lundgren ◽  
Peter Karlsudd
Keyword(s):  
Special Needs ◽  
Key Words ◽  
Teaching And Learning ◽  
Leisure Time ◽  
Educational Practice ◽  
Student Views ◽  
Special Needs Education

This study carried out at Linnaeus University in the spring of 2012 where students in a special needs education module problematised the teacher’s mission with the focus on being able to face differences among children in a pedagogical activity. The aim of the study was to make visible how the teaching and learning of values and attitudes can be promoted in educational practice, as well as to examine student views on including values for leisure-time centre work as stated in the target documents. In the study the students were required to observe activities primarily from the perspective of special needs education concepts referred to as categorical and relational. The results of the observations point to a number of concrete professional pedagogical actions that can be linked to a relational special pedagogy approach. Key words: leisure-time centres, leisure-time pedagogue students, normative method, special needs.

scholarly journals The mapping of information landscapes as a tool to develop IL

2020 ◽  
Author(s):  
Andrew Whitworth
Keyword(s):  
Information Literacy ◽  
Teaching And Learning ◽  
Educational Practice ◽  
Online Discussions ◽  
Discursive Practice ◽  
Course Assessment ◽  
Information Horizons ◽  
Mind Maps ◽  
The University ◽  
Information Landscape

In her discussion of information literacy, Annemaree Lloyd (2010) developed the notion of the information landscape as a way of conceptualising the informational and technological resources arrayed around individuals and groups, and which they must learn to navigate. She alludes (p. 2) to the idea of mapping this landscape as a way by which actors learn these navigational skills and, thus, develop information literacy. But she offers no detail in this work or others regarding what mapping might actually mean as an educational practice, and how it might be employed in the teaching and learning of information literacy. This paper will report on research conducted on data generated in different ways from a course in which mapping is integrated, as both a graphical and discursive practice. At the start of this course, students are asked to collaborate on drawing mind maps that depict their information landscape as they see it at this point, and these maps can be analysed as depictions of their information horizons, in ways similar to the study of Sonnenwald, Wildemuth and Harmon (2001). In addition, data have been generated from online discussions undertaken throughout the course, which record how within small groups, students negotiate and build the information landscape that they use to complete the course assessment. By suggesting and/or validating the judgments of members, the group develops an agreed-upon representation of their landscape that can be the basis for further judgments. Thus, from the dialogue emerges a discursive map of this landscape. It will be argued that the process of negotiating this map is a productive one when considering how information literacy sklills can be developed in ways that will transfer effectively outside the university.

From Volunteering to Academic Programming: A Case Example

2016 ◽  
Vol 1 (17) ◽  
pp. 7-11 ◽  
Author(s):  
Cindy Gill ◽  
Sneha Bharadwaj ◽  
Nancy Quick ◽  
Sarah Wainscott ◽  
Paula Chance
Keyword(s):  
Special Needs ◽  
Cultural Relevance ◽  
Master's Program ◽  
Speech Language Pathology ◽  
Community Based ◽  
Charitable Organization ◽  
Language Pathology ◽  
The University

A speech-language pathology master's program that grew out of a partnership between the University of Zambia and a U.S.-based charitable organization, Connective Link Among Special needs Programs (CLASP) International, has just been completed in Zambia. The review of this program is outlined according to the suggested principles for community-based partnerships, a framework which may help evaluate cultural relevance and sustainability in long-term volunteer efforts (Israel, Schulz, Parker, & Becker, 1998).

Hindrance to the Integration of e-learning Adoption in Nigerian Universities

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 21-28
Author(s):  
Abasiama G. Akpan ◽  
Chris Eriye Tralagba
Keyword(s):  
Teaching And Learning ◽  
Case Study Research ◽  
University Education ◽  
Learning Approach ◽  
University System ◽  
Electronic Learning ◽  
E Learning ◽  
Nigerian University ◽  
The University

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

2017 ◽  
Vol 1 (1) ◽  
pp. 117
Author(s):  
Jared McDonald
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Cape Town ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Vice Chancellor ◽  
The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen.    How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals The Dimension of the Body in Higher Education: Matrix of Meanings in Students’ Diaries

Human Arenas ◽  
2021 ◽  
Author(s):  
Ramiro Tau ◽  
Laure Kloetzer ◽  
Simon Henein
Keyword(s):  
Higher Education ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Educational Practice ◽  
The Body ◽  
Cultural Perspective ◽  
General Process ◽  
Emotional Dimension ◽  
The Matrix ◽  
The Mind

AbstractIn this paper, we attempt to show some consequences of bringing the body back into higher education, through the use of performing arts in the curricular context of scientific programs. We start by arguing that dominant traditions in higher education reproduced the mind-body dualism that shaped the social matrix of meanings on knowledge transmission. We highlight the limits of the modern disembodied and decontextualized reason and suggest that, considering the students’ and teachers’ bodies as non-relevant aspects, or even obstacles, leads to the invisibilization of fundamental aspects involved in teaching and learning processes. We thus conducted a study, from a socio-cultural perspective, in which we analyse the emerging matrix of meanings given to the body and bodily engagement by students, through a systematic qualitative analysis of 47 personal diaries. We structured the results and the discussion around five interpretative axes: (1) the production of diaries enables historicization, while the richness of bodily experience expands the boundaries of diaries into non-textual modalities; (2) curricular context modulates the emergent meanings of the body; (3) physical and symbolic spaces guide the matrix of bodily meanings; (4) the bodily dimension of the courses facilitates the emergence of an emotional dimension to get in touch with others and to register one's own emotional experiences; and (5) the body functions as a condition for biographical continuity. These axes are discussed under the light of the general process of consciousness-raising and resignification of the situated body in the educational practice.

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