scholarly journals Developing a Mathematics Module for Students with Intellectual Disability in Higher Education

2017 ◽  
Vol 6 (3) ◽  
pp. 169 ◽  
Author(s):  
Mark Prendergast ◽  
Natasha A Spassiani ◽  
Joseph Roche
Keyword(s):  
Higher Education ◽  
College Students ◽  
Intellectual Disability ◽  
Mathematics Education ◽  
Intellectual Disabilities ◽  
Education Programme ◽  
Academic Institutions ◽  
College Life ◽  
The World ◽  
Equal Citizenship

Individuals with intellectual disability (ID) have largely been excluded from accessing all levels of education and participating in college life. Fortunately, academic institutions around the world are slowly beginning to examine how they can support equal citizenship of individuals with ID within their community. In Ireland, one university has recently accredited an innovative higher education programme for college students with intellectual disabilities. One of the emergent modules focuses on mathematics and recognises the importance of developing students’ numeracy skills in order to confidently navigate today’s society. Despite the increased emphasis on general mathematics education, the authors found there to be a dearth of research regarding the development of such a module for students with ID. This paper describes the design and development of the mathematics module and also details its piloting and evaluation with a cohort of students with ID who were enrolled in a higher education course in an Irish university.

scholarly journals Supporting Mathematics Teachers’ Development through Higher Education

2017 ◽  
Vol 6 (1) ◽  
pp. 209
Author(s):  
Mark Prendergast ◽  
Joseph Roche
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Trinity College ◽  
Education Programme ◽  
National Council ◽  
Trinity College Dublin ◽  
The World ◽  
Mathematics Curricula

Mathematics education, both nationally and internationally, is facing a number of challenges with significant on-going shifts in the structure, content, and core principles of mathematics curricula in countries around the world. For example, in Ireland there was an ambitious reform of the post-primary mathematics curricula in 2010 with further changes proposed in 2018. In light of these changes and concerns regarding ineffective teaching and a lack of continuous professional development, the National Council for Curriculum and Assessment (NCCA) has recommended that structures be put in place to facilitate practicing mathematics teachers to achieve postgraduate qualifications, ideally at Masters Level. To facilitate this recommendation, a new Mathematics Education strand of the Master in Education programme in Trinity College Dublin has been developed. This paper outlines the rationale for the new strand, as well as detailing its structure and content. 

The Evolving Knowledge Cities

2014 ◽  
pp. 114-129
Author(s):  
Mohammad Ayub Khan
Keyword(s):  
Higher Education ◽  
Social Economic ◽  
Institutions Of Higher Education ◽  
Academic Institutions ◽  
Short Term ◽  
The World ◽  
The Future ◽  
Potential Benefits

This chapter discusses the emerging models of knowledge cities in many countries of the world and the potential challenges posed by them for the existing as well as the future academic institutions of higher education (universities) in those countries in particular and in the in world in general. Specifically, this chapter is dedicated to the study of various issues and themes that concern the evolving knowledge cities such as the long-term and short-term objectives behind the establishment of knowledge cities and their potential benefits (i.e., social, economic, financial, environmental, and knowledge) for their societies. The chapter concludes that the development of knowledge cities are beneficial for all stakeholders including the academic institutions of higher education that directly or indirectly associated with such programs.

Shifting Perspectives on Student Activism

2017 ◽  
pp. 52-65
Keyword(s):  
Higher Education ◽  
College Students ◽  
Student Activism ◽  
Faculty Members ◽  
College Administrators ◽  
Policy Makers ◽  
Use Of Technology ◽  
The World ◽  
Societal Expectations ◽  
Independent Thinking

This chapter explores how activism is positioned within the world and within higher education. Societal expectations of college students are discussed and include the idea that student's mirror the larger world around them. This leads to students' use of technology as a form of activism, and ultimately, how students balance their own independent thinking and their relationships with faculty members. A second perspective presented is how activism looks to college administrators and policy makers, noting that technology-based activism may draw upon a larger collection of students, but may actually result in less disturbance and impact on campus. The chapter concludes with projections as to what activism will look like in the future.

Strategies for Digitizing Records in Academic Higher Education in South Africa

2021 ◽  
pp. 65-78
Author(s):  
Lungile Precious Luthuli ◽  
Thobekile K. Buthelezi
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information Value ◽  
Research Approach ◽  
Portable Devices ◽  
Academic Institutions ◽  
Digital Platforms ◽  
Kwazulu Natal ◽  
The World ◽  
Analytical Review

Digitizing records ensures that the continuation of information value remains accessible and usable in all academic institutions. The study aimed to establish strategies being used for digitization of records in higher education institutions in South Africa. A case study design was found appropriate to investigate the strategies of digitizing records in KwaZulu-Natal. The study employed the qualitative research approach and collected data from the literature. Content analysis was used for data analysis. Furthermore, the study used an analytical review of empirical findings conversant of digitization of records in academic institutions as the strategy. Literature was reviewed across the world and narrowed down to KwaZulu-Natal intending to trace strategies being used by universities in KwaZulu-Natal. The findings revealed that most records are stored on the digital platforms or network servers that the university manages. Users across the world get access to these records and it gives the platform to download all records. The findings further revealed that records are stored and digitized individually from the portable devices. The study recommended that institutions should offer more training to the staff.

Promoting the Inclusion of Mindfulness and Contemplative Practices in the College Classroom

2020 ◽  
pp. 237337992092584
Author(s):  
Heather L. Vilvens ◽  
Debra L. Frame ◽  
Patrick C. Owen
Keyword(s):  
Higher Education ◽  
College Students ◽  
College Level ◽  
Action Research Project ◽  
Contemplative Practices ◽  
College Life ◽  
Regional Campus ◽  
Health Course ◽  
Mindfulness Practices ◽  
Work Family

College students may be particularly stressed as they struggle to balance college life, work, family, and relationships, while engaging in career exploration and attempting to find meaning and purpose in their lives. The current practitioner action research project explored incorporating mindfulness and contemplative practices into the higher education classroom to uncover students’ perceptions of how useful the activities might be for managing their personal stress and anxiety. Thirty-two freshman and sophomore students from a regional campus of a large university consented to participate in the semester-long study, where brief, weekly mindfulness activities were integrated into in-class and out-of-class assignments during an introductory Personal Health course. Study findings indicated that the majority of student participants found mindfulness practices were helpful when it came to decreasing stress and anxiety or relaxing. Making time outside the classroom to practice mindfulness behaviors, however, was a barrier. These findings have both practical and positive implications for future higher education classroom interventions. As such, the authors contend that college-level instructors should incorporate mindfulness and contemplative activities into the curricula of their health education courses to help college students master mindfulness strategies and encourage their use in reducing stress and anxiety.

scholarly journals Intellectual Disability Nursing

2019 ◽  
Vol 3 (2) ◽  
Keyword(s):  
Decision Making ◽  
Mental Retardation ◽  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Intellectual Disabilities ◽  
Special Needs ◽  
Negative Attitudes ◽  
Persons With Disabilities ◽  
The Social ◽  
The World

Persons with mental retardation enter a group of persons with disabilities. We also use the term “persons with developmental disabilities” and “persons with special needs” but recently, for persons with mental retardation, we use the term “persons with intellectual disabilities”. Sometimes negative opinions and negative attitudes, violence and discrimination were not directed against them, but such practices were advancing to the social pattern of behavior towards them. Even today we are witnessing that there is still a pattern of behavior toward them. Although society has been educating and expanding its vision and understanding of the world around it, it often happens that their abilities and their abilities create superficial conclusions. The presence of mental retardation does not justify any form of discrimination. Although more and more institutions dealing with improving the lives of persons with intellectual disabilities, they are in some ways deprived of their own choice and decision-making.

It's Time We Started Paying Attention to Community College Students

1997 ◽  
Vol 1 (6) ◽  
pp. 14-17 ◽  
Author(s):  
Ernest T. Pascarella
Keyword(s):  
Higher Education ◽  
College Students ◽  
Community College ◽  
Community Colleges ◽  
Community College Students ◽  
Postsecondary Education ◽  
The World

While over a third of American college students are enrolled in community colleges, there is surprisingly little research on these institutions to inform our views of the role they play—or can play—in the world of higher education. Turning our attention to these long-ignored but widely attended institutions may mean challenging some common assumptions about what students can and should get out of postsecondary education.

scholarly journals Intellectual disability in higher education: Self-perceived training needs of university teachers

2021 ◽  
Vol 20 (1) ◽  
pp. 1-15
Author(s):  
Miguel Corbí ◽  
Monica Tombolato ◽  
Lidia Bueno-Sánchez ◽  
Katrien Hermans ◽  
Antonella Valenti ◽  
...  
Keyword(s):  
Higher Education ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Teaching Experience ◽  
Training Needs ◽  
University Teaching ◽  
Teaching Staff ◽  
Specific Training ◽  
Persons With Disabilities ◽  
People With Intellectual Disabilities

Introduction. The inclusion of students with disabilities in higher education is a fundamental right recognised by the legal system since its recognition in the United Nations Convention on the Rights of Persons with Disabilities. However, the measures adopted by European countries to promote their incorporation are not always accompanied by parallel training actions that provide university professors with the necessary knowledge to incorporate people with intellectual disabilities into the classroom with the same guarantees and opportunities as people without intellectual disabilities. Objective. This paper aims to provide specific data on the self-perceived training needs of university teaching staff and thus lay the foundations for a specific training programme. Methods. A cross-sectional study was carried out by means of a survey designed to collect the teachers' perceptions of their own competences and the effectiveness of their knowledge, as well as the importance they attached to some aspects of intellectual disability. The survey was administered to teachers in Serbia, the Netherlands, Portugal, Italy and Spain, with a total sample of 1009 teachers. Results. The results obtained showed that the perception of self-perceived competence in educational skills is dependent on three main factors: previous specific training, teaching experience with people with intellectual disabilities and own personal experiences. Conclusion. The present study demonstrated the concern and need of the teaching staff to obtain specific training on people with intellectual disabilities in higher education.

scholarly journals Research on the Ranking of University Education based on Grey-TOPSIS-DEA Method

2015 ◽  
Vol 10 (8) ◽  
pp. 51 ◽  
Author(s):  
Jianfen Liu ◽  
Shengpu Li
Keyword(s):  
Higher Education ◽  
College Students ◽  
College Education ◽  
University Education ◽  
Education Quality ◽  
Grey Theory ◽  
College Life ◽  
New Knowledge ◽  
Dea Method ◽  
The University

The University is the cradle of the higher education. In the college life, the college students continue to accept the new knowledge and continue to grow. Obviously, the level of the university education will be directly related to the growth for the college students. Therefore, it is an important job to evaluate and order the college education quality. In this paper, we combine the Grey theory, TOPSIS with DEA method. And we propose an improved Grey-TOPSIS-DEA model. Then, we use the model to evaluate the college education quality. Finally, we get the rankings of the college education. In the last part of this paper, we use the method to evaluate the education quality for different colleges. And we verify the validity of the method.

Inclusive Higher Education for College Students with Intellectual Disability

2020 ◽  
pp. 309-328
Author(s):  
Lauren Bethune-Dix ◽  
Erik W. Carter ◽  
Cassandra Hall ◽  
Elise McMillan ◽  
John Cayton ◽  
...  
Keyword(s):  
Higher Education ◽  
College Students ◽  
Intellectual Disability
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