SPECIAL EDUCATIONAL NEEDS AND DISABILITY ACT: WHAT IS MEANT BY ‘REASONABLE ADJUSTMENTS’?     

Laura Ineson 《New Review of Academic Librarianship》2013,19(1):17-29

This paper reports on a study investigating the effectiveness of the Special Educational Needs and Disability Act (SENDA) in university libraries, focusing specifically on the extent to which the requirement to make ‘reasonable adjustments’ influences disability provision. The research aimed to evaluate the current provision for disabled students and to analyse the factors that influenced the current state. The results indicated that all libraries were aware of SENDA and had made significant implementations, including assigning a disability representative, making physical adjustments to the building and purchasing assistive technology. However, the quality of provision was inconsistent across the sector, resulting in disabled students enjoying equal opportunities within one library, but not within another. Reasons for this included a lack of institutional financial support requiring a library to fund adjustments itself, an inability to find the time to carry out the work involved, and the physical state of the building prohibiting certain adjustments being made. Recommendations to improve this situation include: improving guidance by advertising examples of best practice and forming support networks; instigating a programme of monitoring by authority personnel to ensure compliance and consistency; and assigning an assistive technology officer who is equipped to deal with this growing area.  相似文献   

Erasmus student motivation: Why and where to go?     

Miha Lesjak  Emil Juvan  Elizabeth M. Ineson  Matthew H. T. Yap  Eva Podovšovnik Axelsson 《Higher Education》2015,70(5):845-865

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Preservice teachers’ expressed awarenesses: emerging threads of retro-spection of learning and pro-spection of teaching     

Voutsina  Chronoula  Alderton  Julie  Wilson  Kirsty  Ineson  Gwen  Donaldson  Gina  Rowland  Tim 《Journal of Mathematics Teacher Education》2022,25(2):191-215

In this paper, we report an enquiry into elementary preservice teachers’ learning, as they engage in doing mathematics for themselves. As a group of researchers working in elementary Initial Teacher Education in English universities, we co-planned and taught sessions on growing pattern generalisation. Following the sessions, interviews of fifteen preservice teachers at two universities focused on their expressed awareness of their approach to the mathematical activity. Preservice teachers’ prospective planning and post-teaching evaluations of similar activities in their classrooms were also examined. We draw on aspects of enactivism and the notion of reflective “spection” in the context of teacher learning, tracing threads between preservice teachers’ retro-spection of learning and pro-spection of teaching. Our analysis indicates that increasing sensitivity to their own embodied processes of generalisation offers opportunities for novice teachers to respond deliberately, rather than to react impulsively, to different pedagogical possibilities. The paper contributes a new dimension to the discussion about the focus of novice elementary school teachers’ retrospective reflection by examining how deliberate retrospective analysis of doing mathematics, and not only of teaching actions, can develop awarenesses that underlie the growth of expertise in mathematics teaching. We argue that engaging preservice teachers in mathematics to support deliberate retrospective analysis of their mathematics learning and prospective consideration of the implications for teaching can enable more critical pedagogical choices.

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