SlideShare verwendet Cookies, um die Funktionalität und Leistungsfähigkeit der Webseite zu verbessern und Ihnen relevante Werbung bereitzustellen. Wenn Sie diese Webseite weiter besuchen, erklären Sie sich mit der Verwendung von Cookies auf dieser Seite einverstanden. Lesen Sie bitte unsere Nutzervereinbarung und die Datenschutzrichtlinie.
SlideShare verwendet Cookies, um die Funktionalität und Leistungsfähigkeit der Webseite zu verbessern und Ihnen relevante Werbung bereitzustellen. Wenn Sie diese Webseite weiter besuchen, erklären Sie sich mit der Verwendung von Cookies auf dieser Seite einverstanden. Lesen Sie bitte unsere unsere Datenschutzrichtlinie und die Nutzervereinbarung.
Scribd wird die Aktivitäten von SlideShare fortführen und den Betrieb von SlideShare ab 24. September 2020 übernehmen.Ab diesem Zeitpunkt liegt die Verwaltung Ihres SlideShare-Kontos sowie jeglicher Ihrer Inhalte auf SlideShare bei Scribd. Von diesem Datum an gelten die allgemeinen Nutzungsbedingungen und die Datenschutzrichtlinie von Scribd. Wenn Sie dies nicht wünschen, schließen Sie bitte Ihr SlideShare-Konto. Mehr erfahren
Disability, Higher Education, Teaching Learning Bibliography April/ May 2020
Disability- Higher Education, Libraries, Teaching and Learning.
Bibliography –April/ May 2020
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
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.
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.
Heirweg, S; Carette, L.; Ascari, A. (2020)
Study abroad programmes for all? Barriers to participation in
international mobility programmes perceived by students with
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
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 has created a challenge for everyone. Higher education institutions are no
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
Disabled students need extensions to their deadlines and extra equipment, but are
finding it hard to get them
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
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-
Tweed, A. (2020, May 20. Five ways to approach online learning during lockdown
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
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.
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
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.
Ball, H (2020, May 13)
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
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-
Ecclestone, K (2020, 2 April)
Are universities encouraging students to believe hard study is bad for their mental
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:
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
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
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.
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.
A one-group, repeated measures, quasi-experimental design was used.
The intervention occurred at 6 rehabilitation centers used for first semester clinical
learning experiences at a School of Nursing in the southeast United States.
Convenience sampling was used and 42 first semester nursing students participated.
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.
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.
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-
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
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),
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).