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1.
Maria Helena Martins Maria Leonor Borges Teresa Gonçalves 《International Journal of Inclusive Education》2018,22(5):527-542
In this article, we present data concerning the inclusion of students with disabilities in higher education (HE) at a Portuguese university. This research is part of a wider project designed to understand the trajectories and experiences of students with disabilities at the University of Algarve. This exploratory study raises questions about inclusion and discusses this concept based on the perspectives of academic and non-academic staff. A qualitative approach was used to provide an informative exploration of attitudes towards inclusive education and recommendations for promoting best practices therein. Data were collected using semi-structured interviews. We found positive perceptions of university staff members about the inclusion of the students with disabilities. However, more effort is needed to provide these students with opportunities to continue their academic career in HE and to promote inclusion, personal development and participation in social and economic life. Although inclusive education is on political and educational agendas, the perception of disabilities as deficits prevails. The findings of this study, therefore, reveal that changes must be implemented to effectively adopt the social and educational model of disability. 相似文献
2.
《Australian Journal of Learning Difficulties》2013,18(1):3-15
Abstract This study compares the views of primary teachers from South Australia and New South Wales on selected aspects of inclusive education. The questionnaire administered in the study probed the following issues: (i) the numbers and types of students with special needs in inclusive classes; (ii) any benefits that had occurred as a result of including children with disabilities in mainstream classes; (iii) the types of disability or , ‘special educational need’ most difficult to cater for in the regular classroom; (iv) the teachers’ level of satisfaction with the personal and material support available within their schools; and (v) the amount of special education training each teacher received during their pre‐service and in‐service experience. The questionnaire was sent to a representative sample of schools listed in the Disadvantaged Schools and Country Areas Programs in both states. Seventy‐seven (77) responses were received and analysed, comprising forty‐one (41) from teachers in South Australia and thirty‐six (36) from teachers in New South Wales. The overall patterns of responses from teachers in NSW and South Australia were similar. Major findings indicate that approximately one third of teachers in both South Australia and New South Wales report definite benefits associated with having students with disabilities enrolled in their classrooms. However, teachers in both states also report that the major difficulties they encounter are ‘lack of time’, combined with difficulty balancing the demands of all students. Specific obstacles to implementing inclusive practice included class size, lack of appropriate teaching resources, behaviour problems exhibited by some students (resulting in a need for constant behaviour management), and lack of appropriate professional training in inclusive methods. The article discusses these and other factors reported by the teachers. This investigation adds usefully to Australian research into problems and practices associated with inclusion. Peter Westwood is an Associate Professor in the Department of Education, University of Hong Kong, where he teaches and researches in the field of special education. For twenty‐five years he was a teacher, lecturer and researcher in Australia. He is author of the recent books Commonsense methods for children with special needs (published by Routledge), Spelling: approaches to teaching and assessment, and Numeracy and learning difficulties (both published by Australian Council for Educational Research). Lorraine Graham is senior lecturer in Special Education at the University of New England. After some years as a primary teacher in Queensland, she completed her Masters and Ph.D. at Simon Fraser University in Vancouver, British Columbia. Lorraine is particularly interested in ways to foster the literacy skills of students with learning difficulties. Her current projects focus on cognitive strategy instruction, inclusive education and automatkity in basic academic skills. 相似文献
3.
Michael F. Giangreco 《International Journal of Disability, Development & Education》1997,44(3):193-206
This article summarises some of the primary content presented in the Sixteenth Schonell Memorial Lecture at The University of Queensland on July 29, 1996. The content addressed four major topics related to the education of students with disabilities in general education classrooms with support, including: (a) characteristics of inclusive education, (b) key lessons learned about inclusive education, (c) tools to facilitate inclusion, and (d) the impact of inclusion on students with disabilities as well as their classmates without disabilities, teachers, and families. 相似文献
4.
This article explores the genesis and development of the Guckenberger v. Boston University case, detailing the pertinent facts and issues of the case and analyzing the court's decision. The overall question posed by the case (as considered from the perspective of the plaintiffs' attorneys) was whether Boston University violated federal law in its response to the requests for reasonable accommodations by students with learning disabilities. The article quotes primarily from the decision issued by Federal Judge Patti Saris. The court's decision signified an important development in the field of higher education and set an extraordinary precedent in favor of students with disabilities under both the Americans with Disabilities Act and the Rehabilitation Act of 1973. 相似文献
5.
Once the COVID-19 was announced as a pandemic by the World Health Organization at the beginning of 2020, almost all countries around the world shifted from traditional face to face education to distance education to prevent the spread of the virus. Türkiye implemented distance education practices through a web-based platform named education information network (EBA) and EBA TV channels. However, the rapid shift from traditional face to face education to distance education was challenging especially for students with disabilities, their parents and teachers because these students needed individualised education and some services which were impossible to implement remotely. The purpose of this study was to explore (a) the challenges that teachers and students faced during distance education; (b) the implications of distance education on students with disabilities. Further, this study explored opinions of special education teachers regarding how to make distance education more effective for students with disabilities. A semi-structured interview was conducted with 12 special education teachers. Findings demonstrated that distance education through EBA was neither sufficient nor convenient for most students with disabilities. Limitations of this study and suggestions for future research were discussed. 相似文献
6.
John T. E. Richardson 《Open Learning》2017,32(1):81-91
This investigation studied attainment in students with autism spectrum disorders (ASDs) who were taking modules by distance learning with the UK Open University in 2012. Students with ASDs who had no additional disabilities were as likely as non-disabled students to complete the modules that they had taken, to pass the modules that they had completed and to obtain good grades for the modules that they had passed. Students with ASDs who had additional disabilities were less likely than non-disabled students to complete the modules that they had taken, but they were as likely as non-disabled students to pass the modules that they had completed and to obtain good grades for the modules that they had passed. Their lower completion rate presumably reflects the impact of their additional disabilities rather than their ASDs. In distance education, at least, students with ASDs tend to perform on a par with their non-disabled peers. 相似文献
7.
This article is based on a previous Spanish study, which aimed to analyze the existence of barriers and aid for 44 students with disabilities enrolled at University. A qualitative methodology was used to collect data. The results analyze both the support and the obstacles provided by new technologies, the opinion students have of technologies in education, and how they affect their academic lives. Some of the training requirements of the faculty members regarding the pedagogical use of these technologies are also described. The conclusions display the university as an institution with potential for improvement, where certain technological limitations persist, thus leading one to believe that as an institution, it must exercise self-criticism and implement measures to facilitate an inclusive education. 相似文献
8.
Tali Heiman Catherine S. Fichten Dorit Olenik-Shemesh Noam S. Keshet Mary Jorgensen 《Education and Information Technologies》2017,22(6):2727-2740
An increasing number of students with disabilities are attending higher education. These students might face various difficulties coping with academic skills and with learning methods compared to students without disabilities. Integrating information and communication technologies (ICTs) in academic studies may be effective and constructive for students with and without various disabilities, as ICTs can provide students with adaptive ways to compensate for disabilities and enable them to improve learning. The present study examined students’ knowledge of and accessibility to ICTs and it examined students’ perceptions of the ICTs used by professors teaching in a face-to-face traditional postsecondary educational institute (in Canada) and a distance/blended learning higher education institute (in Israel). The sample included 309 Canadian students and 963 Israeli students who completed questionnaires regarding ICT usage, accessibility, and perceived use by professors. Findings reveal that Israeli students reported higher use and greater accessibility of ICTs and they also reported higher use of ICTs by professors. For both groups of students – those with and without LD/ADHD - accessibility to ICTs was predicted by self-reported knowledge and use of ICTs, professors’ ICT use, gender and nationality. The study’s findings and its implications are likely to be important for promoting access to ICTs for students with and without disabilities in both the traditional higher education modality and in distance/ blended learning contexts. 相似文献
9.
This article presents the partial results of a broader research project entitled, “University Barriers and Aids Identified by Students with Disabilities”, which is currently underway at a Spanish University. The general aim is to analyze the role of faculty in inclusive education of students with disabilities, and more specifically, proposals for improvement made by these students. A biographic-narrative methodology was used to collect data. The study concludes that faculty must show a positive attitude toward disability, promote inclusive practices using alternative methodologies, make curriculum adaptations, use new technologies and be trained in attending the needs derived from disabilities. 相似文献
10.
The K‐5 reading standards within the English Language Arts Common Core State Standards provide guidance to teachers about grade level expectations for students. Though the authors of the standards acknowledge that some students may experience difficulty reaching the rigorous expectations, they explain that the standards outline a pathway to proficiency for all students, including those who struggle with literacy. Students with learning disabilities, who often have significant literacy difficulties, may face particular challenges when their instruction is framed by these standards. This article unpacks the complex K‐5 reading standards and provides a discussion of the implications for students with learning disabilities and their general and special education teachers. Examples from K‐5 lessons and recommendations for teachers and researchers are provided. 相似文献
11.
Anne Jobling 《Asia-Pacific Journal of Teacher Education》2004,32(1):5-22
This article describes a collaborative and cross‐curricula initiative undertaken in the School of Education at the University of Queensland, Brisbane, Australia. The project involved developing an integrated approach to providing professional year pre‐service secondary teacher education students with experiences that would assist them to develop their knowledge and skills to teach students with special needs in their classrooms. These experiences were undertaken in the authentic teaching and learning context of a post‐school literacy program for young adults with intellectual disabilities. In preliminary interviews pre‐service teachers revealed that they lacked experience, knowledge and understanding related to teaching students with special needs, and felt that their teacher education program lacked focus in this field. This project was developed in response to these expressed needs. Through participating in the project, pre‐service teachers’ knowledge and understanding about working with students with diverse learning needs were developed as they undertook real and purposeful tasks in an authentic context. 相似文献
12.
Reitumetse Obakeng Mabokela 《比较教育学》2000,36(1):95-112
The racial and gender composition of faculty at historically White South African universities does not reflect the distribution of Blacks and women in the larger society. While historically White universities have invested some effort to diversify the racial composition of their students, they have not shown similar enthusiasm for faculty recruitment and employment programmes. This article examines policies and programmes at the University of Cape Town, an English-language university, and the University of Stellenbosch, an Afrikaans-language university, that have been implemented to diversify the racial composition of their faculty. The article specifically assesses two case studies, the Equal Opportunity Employment Policy at the University of Cape Town, and the Staff Broadening Policy at the University of Stellenbosch, to determine their underlying assumptions, their overall objectives, and their effectiveness in recruiting and retaining Black academics. The article concludes with an examination of affirmative action and its relevance in addressing the vestiges of past discrimination in the South African higher education sector. This concluding discussion draws on US literature on affirmative action and insights that may be drawn from the US experience. 相似文献
13.
Joyce Coleman Nichols 《Innovative Higher Education》2003,27(3):195-208
A major challenge facing institutions today is determining the role of multiculturalism in the curriculum. Institutions that decide to incorporate multicultural perspectives into the general education curriculum will face a long and complex process. In 1991, policy makers at Florida State University made the decision to require all students to take multicultural courses to fulfill general education requirements. This article provides insight into the challenges that institutional policy makers face as they seek to change the curriculum to include the voices of those previously underrepresented. 相似文献
14.
David Craig 《Journal of Higher Education Policy & Management》2014,36(3):293-304
Australia’s higher education policy settings have signalled a shift towards marketisation. As a consequence, Australian universities have become increasingly competitive, and as they seek to compete for students in higher education markets, they begin to resemble commercial organisations. This article examines the challenges confronting the leadership team at one of Australia’s fastest growing universities, Australian Catholic University. Specifically, it seeks to address the development of systems to better service future students in an environment where the University is not aware or accepting of the need for change. 相似文献
15.
This article reports on a study that examined the readiness levels of students in the South African context. Particularly, the study explored the differences between various students’ academic proficiency, support mechanisms, motivational levels and overall integration with the university. A quantitative approach was used and 117 full-time first-year National Diploma in Human Resource Management students from the Nelson Mandela University (formerly known as Nelson Mandela Metropolitan University) participated in the study. This study therefore focused on one student cohort at a particular higher education institution (HEI). The findings revealed that a combination of cognitive and non-cognitive variables influences student readiness and success. Even though HEIs have implemented interventions, the level of student readiness remains low. It was noted, however, that students who scored high on the variables were more likely to succeed in higher education. 相似文献
16.
17.
美国《残疾人教育法》与残疾人高等教育 总被引：1，自引：0，他引：1
本文通过解读1990年的美国《残疾人教育法》及其1997年修正案,研究其如何有助于消除高等教育领域对残疾人的歧视、保障他们受教育的权利;进而探讨该法对我国高等教育的启示,即残疾丝毫不能损害个人参与和贡献于社会的权利;仅仅置身于全纳的高等教育环境中不能消除残疾人受歧视和教育"边缘化"的现象;要改变人们的观念,保护和提高残疾人受教育的权利,需要全社会和我们的政府一道进行艰巨的改革,勇敢地面对挑战. 相似文献
18.
Anastassios Pouris 《Higher Education》2007,54(4):501-509
This article reports the results of an investigation to identify the disciplinary strengths and the international standing
of the higher education institutions in South Africa. Even though comparative assessments provide valuable information for
research administrations, researchers and students such information is not available in South Africa currently. The Essential
Science Indicators database of the Institute for Scientific Information is utilized for the investigation and six South African
universities are identified to be included in the top 1% of the world’s institutions cited in the international scientific
literature. The identified institutions are University of Cape Town, University of Pretoria, Orange Free State University,
University of Witwatersrand, University of Natal and University of Stellenbosch. Analysis of the scientific disciplines in
which the South African institutions meet the threshold requirements for inclusion in the database shows that the country
has citation footprints in only nine of the 22 broad scientific disciplines. The article identifies the international standing
of the South African universities in the various scientific disciplines, and elaborates on the consequences relevant to higher
education and science and technology policy. 相似文献
19.
Jennifer Stephenson Tony Bo Deborah Chavez Leanne Fayle Julie Gavel 《Asia-Pacific Journal of Teacher Education》2007,35(1):55-68
This paper describes a project carried out by the first author, an academic in special education, with the other authors, teachers of students with severe disabilities. It aimed to explore the application of the New South Wales (NSW) model of pedagogy, derived from authentic pedagogy, to the education of students with severe intellectual disabilities. The project was directed at students with severe intellectual disability who were unable to use spoken language for receptive and/or expressive communication and who were being taught augmentative and alternative means of communication. The group analysed and reframed the development of communication skills in relation to the elements of deep knowledge, deep understanding and higher order thinking, which are components of the dimension of intellectual quality in the NSW model. This analysis is presented here as an example of the way the authentic pedagogy framework can be applied to teach cognitive skills that are usually assumed by teachers of normally developing students. 相似文献
20.
Colton Brydges Paul Mkandawire 《International Journal of Disability, Development & Education》2017,64(2):211-225
This article examines the perceptions of inclusive education in Lagos, Nigeria, based upon in-depth interviews conducted with students with visual impairments during the month of July 2013. The results and discussions are situated within critical disability theory. Despite decades of inclusive education policies, the findings of the study show that Nigerian students with disabilities continue to face a lack of instructional support and discriminatory attitudes. Often, students with disabilities are compelled to rely on their peers rather than teachers for instructional support, potentially reinforcing their subordinate status in these schools. The findings suggest that inclusive education programming in Nigeria must attend to the school environments and extend to communities where these children live. The article makes recommendations for policy. 相似文献