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Disability, Higher Education, Teaching Learning Bibliography April/ May 2020

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Disability, Higher Education, Teaching Learning Bibliography April/ May 2020

  1. 1. Disability- Higher Education, Libraries, Teaching and Learning. Bibliography –April/ May 2020 Stigma Lister, K.; Coughlan, T.; Owen, n. (2020). Learning needs, barriers, differences and study requirements: How students identify as 'disabled' in higher education. Widening participation & lifelong learning. 22(1) 95-111.DOI: 10.5456/WPLL.22.1.95.Abstract: Higher educational institutions (HEIs) often categorise certain students as ‘disabled’ in order to support inclusive and equitable study. ‘Disabled’ students studying in higher education may be asked to ‘disclose a disability’, request and agree ‘reasonable adjustments’ that their institution will ‘provide’ them, and engage with processes such as applying for ‘Disabled Students’ Allowance’. However, there is little understanding of preferences and comfort with language in this area, and if students do not identify with terms such as ‘disabled’, this can create barriers to requesting or accessing support. This paper describes a qualitative study to investigate language preferences for common points of communication with the HEI. We held interviews and focus groups with students (n=12) and utilised discourse analysis to investigate the language used and student perceptions of language. We identified three distinct models of language used to discuss study needs relating to a ‘disability’, each with language norms and specific nomenclature. Furthermore, we found divergence in preferences in language, leading us to argue that differential and inclusive approaches to language use should be explored. Teachingand Learning Biggeri, M; Di Masi, D; Bellacicco, R. (2020). Disability and higher education: assessing students' capabilities in two Italian universities using structured focus group discussions. Studies in higher education. 45 (4), 909-924. DOI: 10.1080/03075079.2019.1654448. Abstract: In the last three decades, inclusive disability legislation has led to an increasing number of students with disabilities entering higher education. However, barriers to the full participation of students remain. This article presents evidence from studies conducted in two Italian universities. Drawing on the Capability Approach, the goal is to analyse the experiences of students with disabilities and to assess their capabilities in academic life. Participatory research methods were adopted using structured focus group discussion techniques. Fifty students with different types of disability participated in the study. Two major findings emerged from the data: (a) the essential value, in the experience of the students, of being able to use educational spaces, move around off campus and socialise with others; and (b) the tendency of capability achievements to vary according to context and type of disability, especially for students with visual disabilities, who experience relatively lower levels of mobility and respect.
  2. 2. Heirweg, S; Carette, L.; Ascari, A. (2020) Study abroad programmes for all? Barriers to participation in international mobility programmes perceived by students with disabilities International journal of disability, development and education, 67 (1) , 73-91 Abstract: Notwithstanding the benefits of studying or conducting an internship abroad, to date, students with disabilities hardly participate in international mobility programmes (IMPs). As little research has investigated the barriers to participation experienced by these students, the current study included the participation of 74 students with disabilities attending the University of Bologna (Italy). The results of the online questionnaire indicate that students with disabilities encounter significant financial, technical, organisational, linguistic, psychological, and practical barriers to participation. Furthermore, they indicate that a lack of information about IMPs hinders their participation. Based on these findings, concrete actions are formulated to improve the accessibility of existing IMPs. Lorenzo-Lledó, A; Lorenzo, G.; Lledó, A. (2020) Inclusive methodologies from the teaching perspective for Improving performance in university students with disabilities Journal of technology and science education, 10 (1) 127-141 https://upcommons.upc.edu/handle/2117/186697 Abstract: One of the challenges proposed by the European framework for higher education has been to develop a quality and accessible university education in order to reduce situations of exclusion of disabled students. In this sense, it is essential to reduce the existing gap in the academic performance of this group with respect to other students. The general objective of this study has been to analyze the application of inclusive methodologies in university students with disabilities from a teaching perspective. The adopted methodology was non-experimental quantitative with a sample of 313 teachers from the University of Alicante who have taught students with disabilities and who responded to a questionnaire designed ad hoc of 51 items. The results obtained show that teachers frequently use visual aids and use the same materials both in theory and in practice. Concerning perceptions, teachers consider that students with disabilities should acquire the same skills as the rest of their classmates and it was not difficult for them to teach them. Furthermore, the results showed significant differences in perceptions according to the professional category and the branch of knowledge of the teachers. From the aforementioned, it can be concluded that, although positive changes are perceived in teaching methodologies, it is necessary to continue making progress in improving teaching practice and the quality of education that facilitates the conditions for the academic performance of people with disabilities in Spanish universities NADP (2020). ‘Covid-19: disabled students in higher education: student concerns and institutional challenges’ Retrieved from: https://nadp-uk.org/wp-content/uploads/2020/05/NADP-Report- Covid-19-Disabled-Students-in-Higher-Education-Student-Concerns-and- Institutional-Challenges.docx Abstract: Covid-19 has created a challenge for everyone. Higher education institutions are no
  3. 3. exception and have rapidly moved much of their teaching and assessment online. Most universities have included their disability service managers as part of their emergency response team which has ensured that disabled students have been considered from the start of arrangements.The aims of this report are to enable the good practice developed within higher education institutions to be shared more widely and to highlight areas where more work needs to be undertaken urgently. Nieminen, J; Valtteri Pesonen, H. (2020).Taking universal design back to its roots: perspectives on accessibility and identity in undergraduate mathematics Education sciences, 10 (Article 12) 2020. Retrieved from: https://www.mdpi.com/2227-7102/10/1/12 Abstract: Universal Design has been promoted to address the diversity of learners in higher education. However, rarely have Universal Design implementations been evaluated by listening to the voices of disabled students. For this study, we investigated the perceptions of three disabled students who took part in an undergraduate mathematics course designed with the principles of Universal Design for Learning and Assessment. The study consists of two parts. First, we observed the experiences students had in relation to the accessibility of the course design. The second part consisted of a further analysis of the students identifying processes to understand how they talked about their learning disabilities during the course. Our results highlight many opportunities and challenges that the course offered to the students, whilst also raising concerns about how the students excluded themselves from their student cohort in their identifying narratives. Based on our results, we argue that Universal Design should be returned to its roots by connecting it with the social model of disability. We call for future research to learn from our mistakes and consider the identifying processes of the students while designing, and hopefully co- designing, inclusive learning environments in mathematics Packham, A and Hall, R (2020, 19 May]) We're being fobbed off': why disabled students are losing out in lockdown https://www.theguardian.com/education/2020/may/21/were-being-fobbed-off-why- disabled-students-are-losing-out-in-lockdown Disabled students need extensions to their deadlines and extra equipment, but are finding it hard to get them Assistive Technology Huffington, D; Copeland, B; Devany, K; Parker‐Gills, A; Patel, J. (2020). Assessing accessibility: Universal Design for university websites. Disability compliance for higher education. 25 (10) , 1-5. DOI: 10.1002/dhe.30835. Abstract: Federal guidelines regarding institutional accessibility are clearly stated in Title II and Title III of the Americans with Disabilities Act, which prohibits discrimination on the basis of disability by state/federal public, commercial, and private entities. However, the ADA does not include specific language or guidelines related to web access, leaving room for broad interpretation of Title II and Title III as they relate to the accessibility of an organization or institution at large. The Web Content Accessibility Guidelines provide internationally recommended standards as institutions grapple with how best to ensure full web accessibility across all
  4. 4. touchpoints. Additionally, content located on institutional webpages, learning management systems, and social media sites such as YouTube and Facebook should also be accessible to those with visual, auditory, and/or learning disabilities; temporary disability; and situational disability. In response to the legal and financial implications of web accessibility, we assessed the accessibility of Saint Louis University's School of Education website and provided findings and recommendations that can be used to develop an inclusive website aligned to Universal Design principles. We assessed Web Content Accessibility Guidelines 2.0 Standards using the University of Washington's IT Accessibility Checklist. To determine accessibility, the checklist uses a series of questions that can be answered by selecting a conformance level of supports, does not support, supports with exceptions, not applicable, or not evaluated. See the chart on p. 5 to review the standards and our findings. NAPD (2020).NADP guide to ensuring your webinars are accessible Retrieved from: https://nadp-uk.org/wp-content/uploads/2020/05/Ensuring-your- Webinars-are-Accessible.docx Tweed, A. (2020, May 20. Five ways to approach online learning during lockdown and beyond https://abilitynet.org.uk/news-blogs/five-ways-approach-online-learning-during- lockdown-and-beyond Whitney, M. (2020). Teaching accessible design: integrating accessibility principles and practices into an introductory web design course Information systems education journal, 18 (1), 4-13 https://eric.ed.gov/?id=EJ1246240 Abstract: Curb cuts and automatic doors are a commonplace in the physical world as they provide access to our buildings for persons with disabilities. In the world of the web, millions of individuals have the legal right to rely on electronic curb cuts so they too can access the web. To this end, a new generation of information systems graduates must understand the dynamics of accessible web design. However, this subject is commonly taught as an add on topic with minimal impact on student knowledge and practice. Thus, the purpose of this article is to present an integrated approach to teaching accessible web design in an introductory web design course. The main contributions of this paper include (1) a background on web accessibility, (2) a review of pertinent assessment tools and legislation, and (3) a model for integrating web accessibility into an introductory web design course. Deaf Students Ott, L; Hodges, L; LaCourse (2020) Supporting Deaf students in undergraduate research experiences: perspectives of American Sign Language interpreters Journal of microbiology & biology education 21(1) Abstact: Deaf undergraduates are eager to engage in research but often feel marginalized due to lack of appropriate accommodations to allow for effective communication within heterogeneous research teams consisting of hearing peers
  5. 5. and/or mentors. In this case study, we interviewed four American Sign Language (ASL) interpreters who provided full-time accommodations to teams consisting of one deaf student and two hearing peers during a six-week internship. We queried the interpreters on their role and experiences in supporting the research teams. Our findings indicate that the interpreters can be a valuable asset to heterogeneous teams by supporting both deaf and hearing individuals and advocating for the deaf student. That said, interpreters also had to overcome challenges unique to interpreting in the research environment, such as deciding when and how to interpret. The insights provided by the interpreters interviewed here are valuable as undergraduate research programs evaluate how to provide appropriate accommodations to deaf students engaged in research. In addition, they also highlight the need for research experience coordinators and mentors to consider supporting diverse teams in developing effective communication strategies and applying universal design for learning to the research environment. Neurodiversity Ball, H (2020, May 13) Delivering remote support for neurodiverse learners https://wonkhe.com/blogs/delivering-remote-support-for-neurodiverse-learners/ Abstract: Remote learning presents a particular challenge for neurodiverse learners. Helen Ball from Diversity and Ability offers advice to help those supporting them Wellbeing/ MentalHealth Springer, P; Bischoff, R.; Kohel, K; Taylor, N; (2020). Collaborative care at a distance: student therapists' experiences of learning and delivering relationally focused telemental Health. Journal of marital & family therapy. 46 (2), 201-217. DOI: 10.1111/jmft.12431. Abstract:There is mounting evidence that telemental health is an effective delivery method for treating a variety of mental, emotional, behavioral, and relational health problems. While many of the therapeutic skills leading to the effectiveness of face‐to‐ face treatments are transferable, the effectiveness of telemental health requires unique skills. The purpose of this phenomenological study was to determine the experience of learning how to use videoconferencing to deliver relationally focused mental health care. Participants included 10 graduates of a COAMFTE‐accredited master's degree program emphasizing training in telemental health. Each student had practicum placements that required videoconferencing to deliver relationally based psychotherapy. Analysis of interview data revealed (a) personal reservations about distance delivery; (b) the importance of scaffolding student learning through curriculum, supervision, and mental health‐care delivery protocols; (c) the technological barriers associated with this delivery method; and (d) overcoming technological barriers through intentionality. Corby, G (2020). Are teachers really ready to teach mental health? TES: Times educational supplement. Issue 5389, 54-56. Retrieved from: https://www.tes.com/magazine/article/are-teachers-ready-teach- mental-health-lessons Ecclestone, K (2020, 2 April)
  6. 6. Are universities encouraging students to believe hard study is bad for their mental health? https://www.timeshighereducation.com/features/are-universities- encouraging-students-believe-hard-study-bad-their-mental-health Kafka, A. (2020) Therapy for the Snapchat generation. Chronicle of higher education, 66 (22) Abstract: A few years ago, colleges used it as a screening tool, if at all. But for the digital natives, counseling by phone or laptop feels natural. Kalkbrenner, M.T.; Flinn, R. E. (2020) The Mental Distress Response Scale and promoting peer-to-peer mental health support: implications for College counselors and student affairs officials. Journal of college student development, 61 (2), 246-251 Abstract:Enrollment in postsecondary institutions of higher education increased 33% between 2000 and 2014 and is projected to grow another 13% between 2014 and 2025 (Hussar & Bailey, 2017). This new wave of college students is presenting with increased mental health concerns; Auerbach et al. (2016) found that approximately one fifth of college students reported clinically significant symptoms of mental health disorders (MHDs) in a 12-month period, with 16.4% not receiving any kind of treatment. If left untreated, the consequences of mental health disorders, including poor academic performance, higher attrition rates, lower retention rates, self-harm, and suicide or homicide in the most severe cases, can be severe and wide-ranging for students and for the larger campus community (Kalkbrenner & Carlisle, 2019). In response, college counselors, student affairs officials, wellness coordinators, and administrators across the United States are engaging in outreach, education, and consultation by training students to recognize and refer peers in mental distress (Kalkbrenner & Carlisle, 2019); however, in a recent national survey (N = 51,294), Albright and Schwartz (2017) found that the majority of college students (72%) did not refer a peer in psychological distress to mental health support services. The literature is lacking a psychometrically validated measure to help college counselors and student affairs officials identify how likely a student is to respond when encountering a peer in mental distress and which responses are more likely. The purpose of this study was to design, validate, and cross-validate scores on such a measure, the Mental Distress Response Scale (MDRS). The following research questions were addressed: (a) What is the underlying dimensionality of the MDRS with a large sample of undergraduate students? (b) Is the emergent factor structure of the MDRS confirmed with a new sample of undergraduate students? Li, W; Dorstyn, D; Jarmon, E. (2020)Identifying suicide risk among college students: A systematic review. Death Studies. 44 (7) 450-458. DOI: 10.1080/07481187.2019.1578305. Abstract: Mental health research highlights the need to focus on suicide risk in college students. However, evidence for associated risk and protective factors in this cohort is mixed. This review synthesizes data from 29 independent studies (N = 11,557 participants). Self-reported depression, cumulative stressful life events, sleep difficulties, a disconnection from others, and a sense of hopelessness demonstrated
  7. 7. significant associations with heightened suicide risk. Reasons to live and hope provided significant protective effects. The findings highlight key intervention targets, pointing to the importance of cognitive-behavioral interventions to ameliorate suicidal thoughts but also build dispositional hope and goal-directed thinking. Lian, Zi (2020). Prevalence of past-year mental disorders and its correlates among Chinese international students in US higher education Journal of American college health, 68 (2)176-184 2020. Abstract: Objective: This study examined the prevalence of past-year mental disorders and its correlates among Chinese international students in US higher education. Participants: A total of 222 Chinese international students participated in the study. Methods: Participants were recruited via a social marketing campaign and participated in an online survey. Results: The majority of the participants were female (65.3%) and graduate students (84.7%) with a mean age of 23.75 years. Of the sample, 77.9 and 74.3% reported having experienced depression and anxiety symptoms in the past year, respectively. Predictors of a higher past-year global mental health status were: not having a steady partner; being more likely to return China after graduation; a higher level of stress about the returning plan; and, a lower rating of cultural humility of key college/university personnel. Conclusions: These results suggest that mental health is a pressing issue facing Chinese international students and correlated with other psychosocial factors. Kenny, L. (2020)Anxiety in nursing students: The impact of using mobile technology with quick response codes. Nurse education today. Vol. 89 June DOI: 10.1016/j.nedt.2020.104382 Abstract: Background Pre-licensure nursing students often experience anxiety, especially during their clinical learning experiences. High levels of anxiety can be disruptive to both clinical learning and safe patient care. Providing students with educational resources via mobile devices to review prior to performing psychomotor skills with real patients may help reduce their anxiety. Objectives The purpose of this study was to evaluate the effect of using mobile devices with a scanning application for quick response codes in the clinical setting on students' anxiety levels in the clinical setting. A secondary aim was to explore the clinical faculty experience with and perceptions of the technology. Design A one-group, repeated measures, quasi-experimental design was used. Setting The intervention occurred at 6 rehabilitation centers used for first semester clinical learning experiences at a School of Nursing in the southeast United States. Participants Convenience sampling was used and 42 first semester nursing students participated. Methods The State Trait Anxiety Inventory was used to measure self-reported anxiety prior to and following the use of mobile devices with quick response codes during an 8-week clinical learning experience. One focus group was conducted with the 4 clinical faculty members who taught the students. Results
  8. 8. The State Trait items indicated reduced anxiety for performing psychomotor skills. Median scores for positive feelings items significantly increased from 22.74 to 30.49 (p < .001), while median scores for negative feelings items decreased from 31.83 to 13.71 (p < .001). The faculty expressed that student anxiety was reduced with technology and they recommended integration throughout the curriculum. Conclusions Student anxiety for performing psychomotor skills was reduced following use of mobile technology with quick response codes. More research is needed; however, clinical faculty may consider integrating this technology into students' clinical learning experiences to assist with reducing their anxiety. Montagni, I; Qchiqach, S; Pereira, E.(2020) Sex-specific associations between sleep and mental health in university students: a large cross-sectional study .Journal of American college health, 68 (3), 278-285 Abstract: Objective: To examine the associations between sleep problems andmental health dimensions in university students, and the effect of sex on these associations. Participants: Self-reported survey data from 3,483 students aged 18-30 years was drawn from a larger web-based study (i-Share) conducted in France in the years 2013-2017. Methods: We performed logistic regression analyses stratified by sex using insufficient sleep duration, poor sleep quality, difficulty initiating sleep and excessive daytime sleepiness, in relation with stress, self-esteem, depression and anxiety. Results: All sleep problems were strongly associated with all mental health dimensions, particularly anxiety, in female students. Sleep and mental health problems were also associated in male students, with the exception of low self- esteem, but odds ratios were lower than for female students. Conclusions: Present findings warrant attention to propose early interventions targeting sleep and mental health in the university setting taking sex into account. Office for Students (2020). Supporting student mental health: briefing note Retrieved from: https://www.officeforstudents.org.uk/publications/coronavirus- briefing-note-supporting-student-mental-health/ Working with universities, colleges and other stakeholders, the Office for Students (OfS) is producing a series of briefing notes on the steps universities and colleges are taking to support their students during the coronavirus (COVID-19) pandemic Schoeps, K.; de la Barrera, U.; Montoya-Castilla, (2020) Impact of emotional development intervention program on subjective well-being of university students.Higher education. 79 (4), 711-729. DOI: 10.1007/s10734-019-00433-0. Abstract: The present study aims to determine the effects of an intervention program based on Mayer and Salovey’s (1997) model of emotional intelligence. A total of 250 university students participated in this study (mean = 21.89; standard deviation = 2.60; 75.20% women), who were randomized to experimental group (number of subjects = 63) and control group (number of subjects = 187). The emotional education program comprised seven 2-h sessions during 2 months. Participants completed the trait meta-mood scale, basic empathy scale, satisfaction with life scale, scale of positive and negative experience, mood questionnaire, and
  9. 9. depression anxiety and stress scale. Results showed that the intervention program significantly increased emotional intelligence, empathy, and positive mood, as well as subjective well-being at post-intervention. These changes disappeared at follow- up. No significant moderators were found, neither demographic variables nor initial levels of emotional symptoms. Implementing intervention programs at universities for developing student’s emotional competence might be beneficial for their subjective well-being and mental health. Usher, W. (2020). Living in quiet desperation: The mental health epidemic in Australia's higher education. Health education journal, 79 (2 )138-15. Abstract: Objective: This study sought to investigate the relationship between personal, university, home and community influences on Australia’s university students’ mental health status. Design: Positioned within a qualitative, interpretivist paradigm, the study collected data from participants (n = 934) by means of an online survey requesting lived or witnessed experiences concerning mental health concerns. Bronfenbrenner’s socio-ecological model informed the design of the study. Setting: Five major Australian higher educational settings. Method :Leximancer software was used for concept development. Data were analysed using thematic coding .Results:Findings provide qualitative data of university students’ experiences concerning mental health status, as measured across four domains. Themes identified include personal (stress, anxiety, life skills), university (grades/free physical activity) and home (closer to home, support networks) dimensions. There was no unprompted reference to the community domain. Results reinforce the need to ensure that current and future student mental health policies and initiatives are implemented within each of the domains addressed – to ensure a more holistic approach to students’ well-being and care. Smith, K. J.; Haight, T. D.; Emerson(2020). Resilience as a coping strategy for reducing departure intentions of accounting students . Accounting Education, 29(1), 77-108 Abstract: This study evaluates the influence of resilience as a potential coping strategy to help reduce student departure from the accounting major. We collected data from 443 accounting majors at four geographically disbursed U.S. universities using a battery of psychometric instruments. With these data, we analyzed the relations between role stressors, psychological health, burnout, and departure intentions, and assessed the extent to which individual resilience levels served as a positive influence by enhancing health, and diminishing burnout and departure intentions. We found sources of role stress to have significant negative associations with psychological health, and significant positive associations with academic burnout (direct), and departure intentions (indirect). However, resilience counteracted those associations through its direct positive association with psychological health, and direct negative association with burnout. Resilience also had a significant indirect negative association with departure intentions through its direct associations with psychological health (positive) and burnout (negative).