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Disability, Higher education ,teaching and learning bibliography December 2020

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Disability, Higher education ,teaching and learning bibliography December 2020

  1. 1. Disability- Higher Education, Libraries, Teaching and Learning. Bibliography Nov/ December 2020 Teachingand Learning Chugani, C D.; Houtrow, A. (2020) Effect of the COVID-19 pandemic on college students with disabilities. American journal of public health, 110(12), 1722-1723, DOI: 10.2105/AJPH.2020.305983 Dangoisse, F; Clercq, M. De; Meenen, F. Van; Chartier, Laurie; Frédéric, N. (2020) When disability becomes ability to navigate the transition to higher education European journal of special needs education 35( 4), 513-528 Abstract: Students with disabilities are enrolling increasingly in higher education (HE). Yet little is known about the specific challenges they have to overcome in order to navigate this transition. This qualitative study tried to ascertain the transition- related needs of students with disabilities by comparing their experiences with those of students without disabilities. Two focus groups were formed, respectively composed of five special needs students and five traditional ones. Semi-structured interviews were analysed through interpretative phenomenological analyses. Five super-ordinate themes emerged from the data: the transition as a roller coaster, taming a new freedom, discovering oneself, overcoming obstacles and perceiving university as a supportive or a threatening environment. Similarities and differences were observed among the two groups that mainly showed that students with disabilities clearly enhanced their experience at university and expressed more positive emotions than traditional students did. In a way, it appeared that the lifetime management of their disabilities better prepared them to face the challenges of the transition to HE. These findings were discussed with regard to transition theories and led to some recommendations Golan, M.; Singer, G.; Rabin, N.; Kleper, D. (2020) Integrating actual time usage into the assessment of examination time extensions provided to disabled college engineering students Assessment & evaluation in higher education 45 (7), 988-1000 Abstract: In this study, we suggest combining the monitoring of actual examination time used with grades in order to assess examination time extensions in terms of access provision and expected outcome. Using naturally-occurring data collected from a large sample (N = 2315) of undergraduate engineering students, we argue that extended examination time may be regarded as providing equal access when a disabled student actually utilizes more examination time than a normally achieving student, regardless of the grade obtained. We further argue that
  2. 2. extended examination time may be regarded as resulting in the expected outcome when a disabled student either (a) utilizes less or equal examination time and achieve grades that are lower than a normally achieving student, or (b) utilizes more examination time and achieve grades that are equal to a normally achieving student. In our data, equal access was provided in all courses (i.e. disabled students utilized more time than normal achievers), but the expected outcome (i.e. equal grades) was not observed in software and English examinations. The results of this study emphasize the importance of monitoring actual time usage in addition to performance measures when assessing examination time extensions. Assistive Technology HE/Public Sector Update: Winning hearts and minds for accessibility (2020) AbilityNet Webinar Retrieved from: https://abilitynet.org.uk/webinars/hepublic-sector-update-winning- hearts-and-minds-accessibility Abstract: In this webinar, learn about the experiences of Katey Hugi, Digital Accessibility Coordinator. She has been working with the University of Cambridge School of Clinical Medicine, and Cambridge Judge Business School to engage staff with digital accessibility improvements, with great success. Katey explains her approach to rolling out accessibility training programmes, techniques for encouraging accessibility best practices, and how she drives enthusiasm for ongoing digital inclusion improvements across the university Autism Snell-Rood C. et al (2020) Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder Autism (ahead of print )dx.doi.org/10.1177/136236131989482 Abstract: Little is known about factors impacting poor post-school outcomes for transition-age students with autism spectrum disorder. Guided by the Exploration, Preparation, Implementation, and Sustainment implementation science framework, we sought to better understand the interdependent impacts of policy, organisational, provider, and individual factors that shape the transition planning process in schools, and the subsequent process through which transition plans are implemented as youth access services and gain employment after school. We conducted focus groups with individuals with autism spectrum disorder, parents, classroom teachers, school administrators, adult service providers, and state policymakers (10 groups, N = 40). Participants described how core tenets of the individualised education planning process were not reliably implemented: planning was characterized by inappropriate goal-setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. After school, youth struggled to access the services stipulated in their transition plans due to inadequate planning, overburdened services, and insufficient accountability for adult service providers. Finally, a failure to include appropriate skill-building and insufficient interagency and community relationships limited efforts to gain and maintain employment. Diverse
  3. 3. stakeholder perspectives illuminate the need for implementation efforts to target the provider, organisational, and policy levels to improve transition outcomes for individuals with autism spectrum disorder. Wellbeing/ MentalHealth Beasley, Lauren; Kiser, Rebecca; Hoffman, Steven (2020) Mental health literacy, self-efficacy, and stigma among college Students. Social work in mental health. 18( 6), 634-650 DOI: 10.1080/15332985.2020.1832643. Kotera, Y; Green, P; Sheffield, D. (2020) Roles of positive psychology for mental health in UK social work students: Self-compassion as a predictor of better mental health. British journal of social work, 50(7), 2002-2021 DOI: 10.1093/bjsw/bcz149. Abstract:Despite high shame about mental health symptoms among UK social work students, positive psychological approaches to their mental health have not been investigated in depth. Emotional resilience has been a core skill in social work practice; however, its relationship with mental health is still unclear. Therefore, the primary purposes of this cross-sectional study were to (i) examine the relationships between mental health and positive psychological constructs, namely resilience, self- compassion, motivation and engagement and (ii) determine predictors of mental health in UK social work students. An opportunity sampling of 116 UK social work students (102 females, 14 males; 96 undergraduates, 20 postgraduates) completed 5 measures about these constructs. Correlation and regression analyses were conducted. Mental health was associated with resilience, self-compassion and engagement. Self-compassion was a negative predictor, and intrinsic motivation was a positive predictor of mental health symptoms. Resilience did not predict mental health symptoms. The findings highlight the importance of self-compassion to the challenging mental health of UK social work students; they caution against the overuse and misunderstanding of resilience in the social work field. McKie, A. (2020) Is ‘Covid secure’ teaching really best for student well-being? Scientists query government claim that in-person tuition is vital for mental health. Times Higher Education. 2469, 9-9 Menendez, J.; Franco, Marisa; D., Jaleh; Gnilka, P. (2020) Barriers and facilitators to Latinx college students seeking counseling. Journal of college student psychotherapy. 34 (4), 302-315 DOI: 10.1080/87568225.2019.1600093. Abstract: Despite the large and growing population of Latinx individuals in the United States, a number of studies have highlighted the underutilization of mental health services among the Latinx population (e.g., Pieters & Heilemann, 2010; Surgeon
  4. 4. General, 2000). This is concerning given that Latinxs tend to have higher prevalence rates of psychotic disorders and depressive symptoms compared to non-Latinx Whites (Driscoll & Torres, 2013; Gelman, 2004). Given the rapid growth of this population, along with the service underutilization for this group, the current study sought to examine barriers and facilitators to Latinxs’ mental health service utilization McCarthy, K. (2020) Resident assistant secondary trauma and burnout associated with student non-suicidal self-injury. Journal of American college health, 68(7), 673-677, DOI: 10.1080/07448481.2019.1590374 Abstract: Objective: To determine whether or not encountering students struggling with nonsuicidal self-injury (NSSI) put resident assistants (RAs) at greater risk of burnout or secondary traumatic stress. Participants: One hundred and fifty-five RAs at three Midwest public university campuses between March and April 2016. Methods: RAs participated in an anonymous online survey that collected demographics, information on RAs’ experiences and thoughts related to their work, RAs’ exposure to NSSI struggle of a resident, and measurements of compassion satisfaction, burnout, and secondary traumatic stress. Results: RAs who encountered resident NSSI demonstrated significantly higher levels of burnout and secondary traumatic stress than RAs who did not encounter resident NSSI. Conclusion: College students struggle with NSSI can significantly affect the people around them. Residence life administration and college counselling centers should provide training, support, and supervision to RAs in a way that addresses and reduces the RAs’ potential distress. McNealy, K.; Lombardero, A. (2020) Somatic presentation of mental health concerns, stigma, and mental health treatment engagement among college students. Journal of American college health,68, 774-781, DOI: 10.1080/07448481.2019.1590372 Morgan, J. (2020) Help cut Covid toll on mental health: Universities must support students as pandemic pressures rise. Times Higher Education. 2469, 16 Student mental health crisis BBC three documentary Retrieved from: https://www.bbc.co.uk/iplayer/episode/p08ywqsy/the-student-mental-health-crisis Abstract: Much like the rest of the UK, universities across the country were forced into lockdown in March of this year. But on returning this autumn, millions of students have been met with a university experience they never could have anticipated. A BBC investigation has found that during the first lockdown over March through to May there were at least 10 suspected student suicides at UK universities, according to a freedom of information requests submitted to 137 institutions. This BBC
  5. 5. investigation also analysed local news reports, spoke to family members and friends and found that since March there has been at least 17 additional suspected student suicides.12 of which took place since students returned to universities on September 2. In 2018 universities were told they had to address the mental health crisis on campus, but over two years later, nearly half - 47% of the 96 universities that responded told BBC News they still hold no data or records on student suicides. With questions continuing to be raised about what can and should be done to better support students mental health and wellbeing at this time, BBC journalist Hannah Price travels across the UK to speak to families and friends of students who have taken their lives during the pandemic. Sutton, Halley (2020) Support students of color through mental health challenges. Disability Compliance for Higher Education. 26( 5) 9-9. . DOI: 10.1002/dhe.30956. Abstract: According to the report, the “Task Force's work represents the first time leaders from across sectors have come together to consider the mental health status and needs of young Americans of color, a population that is the driving force of our nation's future economic and social wellbeing.” Collaborate across departments to effectively support students The report included the following findings about how COVID‐19 and the movement for racial justice in the wake of the George Floyd killing have disproportionately mentally impacted students of color: Young, E; Thompson, R; Sharp, J; Bosmans, D (2020) Emotional transitions? Exploring the student experience of entering higher education in a widening-participation HE-in-FE setting. Journal of further & higher Education, 44 (10) 1349-1363 DOI: 10.1080/0309877X.2019.1688264 Abstract: This paper details a small-scale research project that explores the student transition into higher education (HE), delivered in a further education college (FE), and considers whether the requirements of transition at this level impacts on emotional wellbeing. As such, it aims to contribute to the growing body of research on HE-in-FE from the perspective of student transition and emotional wellbeing. The data drawn on in this paper were collected by a questionnaire, administered at two points in the first semester, to measure levels of anxiety in students, alongside a further questionnaire designed to evaluate the effectiveness of bespoke academic skills input aimed at supporting the transition into HE. From quantitative and qualitative data, key findings identify factors that influence students’ emotional responses to HE, including those that exacerbate an those that mitigate negative emotional responses. Significantly, the research identifies academic factors, rather than personal or social issues, as being critical to students’ emotional experiences during the transitionary period.

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