Disabled Students in Transition: A tale of two sectors' failure to communicate

This article explores in particular the need for proactive communications between the Further Education (FE) and Higher Education (HE) sectors to ensure that disabled students in transition are appropriately supported. The need for two-way communication was identified along with other significant issues in a research project at the University of Nottingham. The project explored the provision for disabled students available in HE against that which disabled students in both FE and HE institutions stated they required. Issues relating to transition are explored within this short article.     

Disability as a Cultural Identity

Special education for disabled children is seen by many as being a major factor in the creation of a negative, second-class identity. This article suggests that disability is increasingly being seen as a positive cultural identity. Consequently, inclusive education has the potential to assimilate disabled children and subsume the promotion of disabled identity under the pervasive concept of diversity. Special schools could, therefore, under the control of disabled people become sites for the promotion of disability as a positive cultural identity and offer disabled children and their parents a genuine choice of education.     

Inclusive Education for Disabled Refugee Children: A (Re)Conceptualization through Krip-Hop

Abstract

Inspired by Hip-Hop pedagogy and the Krip-Hop movement, this paper aims to address the limits of inclusive education for disabled migrant students, by drawing on the community event “I am Hip-Hop” that took place in June 2019 in Italy. Through this community intervention, migrant and disabled migrant youth were provided a creative platform to reflect critically about their identity and journey. Ultimately, this paper offers teachers recommendations to anchor disabled migrant culture in educational practices.     

Recent doctoral dissertation research on gifted

The objective of this study was to determine whether electrophysiologic techniques can be used to identify central auditory processing difficulties in low‐achieving gifted adolescents. The electrophysiologic measures utilized included the middle latency response and the P300 response. These measures were obtained from four groups: achieving‐gifted, low‐achieving gifted, learning disabled, and non‐gifted non‐disabled. It was found that P300 wave morphology was significantly poorer for the low‐achieving gifted group compared to the achieving gifted and the non‐gifted non‐disabled groups. There was no significant difference between the low‐achieving gifted group and the learning disabled group.     

Integration of physically disabled students

Abstract

The article reviews research in four areas: impact of integration on children's self‐concept, attitudes toward physically disabled children, effects on their school achievement and teacher reactions to integration. Research evidence suggests that being together with non‐disabled peers makes the disabled child more aware of his physical impairment and restraints. But there are also signs indicating that psychological factors essential for a positive self‐evaluation are activated to a higher degree in the integrated environment. With respect to attitudes of peers there are some, although not conclusive, results suggesting positive influence of integration. Research on school achievement demonstrates the great variability among the physically disabled pupils, in comparison with which the impact of school placement is relatively minor. Teacher opinions about integration of physically disabled pupils are mainly positive, but if the handicap is severe integration is considered possible only with a rich supply of teaching material, reduced class size and support from specialists. The review concludes with glimpses from reports on practical experience with integration.     

Helping Each Other: Relations between disabled and non-disabled students on Access programmes

his article highlights issues concerned with the nature of relationships between disabled students and their non-disabled peers in further education. An investigation of the relationships between disabled and non-disabled students is undertaken within a critical ethnographic framework. The interaction between students is located within a wider societal context, with a particular emphasis upon identifying the impact of oppressive social forces. Deaf students, and students with dyslexia are the particular focus of this article as a case study within a wider disability debate. The findings point to a lack of contact between disabled and non-disabled children in primary and secondary education as being an important factor in relationships between these two groups in tertiary education. A variation in experience is highlighted between the different colleges and also different Access programmes within the same institution, which raises questions about notions of fairness and equality within the Access system. Recommendations are made for the recruitment and induction of disabled and non-disabled students leading to a more integrated approach.     

The Use of Computers in the Education of Open University Students with Disabilities

Abstract

In 1988 the Open University is implementing a major new policy on the use of computers in its courses; students taking certain courses will be obliged to have access to a microcomputer. This new policy has many far‐reaching consequences, not least for students who are disabled. In the past most computing in Open University courses has been done by students using terminals in local study centres, linked to the University's mainframe computers. Also, a number of students who are disabled have used computers in their studies, principally for word‐processing written work. By interviewing disabled students who have taken such courses, and surveying other disabled students, it has been possible to anticipate to some extent the likely impact of the home‐computing (HC) policy. Results suggest that for many disabled‐ students the HC policy represents an improvement in their opportunities; now they will be able to study courses involving computers entirely at home. However, a number of problems have also been identified. Hopefully, as many of these have been recognised at an early stage, it will be possible to address them before they affect students directly.     

Effectiveness of computerized drill and practice games in teaching basic math facts

Abstract

This study investigates the effects on learning‐disabled students of embedding a drill and practice task within an arcade game‐like context. We identified 30 learning‐disabled and 30 nondisabled students who had conceptual understanding of addition but had not achieved automaticity in addition facts. We trained students on either a drill‐and‐practice game or an unadorned, straightforward drill (i.e., “plain vanilla") program. We assessed automaticity in three modes of responding—oral, computer keyboard, and written response. There was a significant interaction effect indicating that the learning‐disabled students were relatively disadvantaged by repeated practice in the game format. We infer learning‐disabled students' lower performance is attributed to attentional difficulties, particularly selective attention problems, when potentially distracting elements of a game environment are present.     

Reading Disabled Students’ Word Recognition Abilities: An Elementary and Secondary Perspective

ABSTRACT

The purpose of this study was to describe and compare three word recognition abilities of reading disabled students. One hundred and fifty (150) reading disabled pupils, 75 elementary and 75 high school, were randomly selected to participate in this study. Correlated t‐test procedures were used to process the data. The dependent variables were the students’ analytical, phonics, and context analysis word recognition abilities as measured by the Wide Range Achievement Test, Stanford Diagnostic Reading Test, and 12 cloze passages. Results indicated that elementary and secondary reading disabled pupils have significant differences in their ability to use the three different word recognition abilities investigated. Implications for minimum competency testing in reading were discussed.     

Stop the Pity,Unlock the Potential: The Role of Non-Governmental Organizations in Disability Services: Evaluating and Monitoring Progress

ABSTRACT

The aim of this qualitative study is to evaluate the role of non-governmental organisations in disabilities services. The study group comprised of nine representatives of each of these NGOs. Data obtained by semi-structured interviews were analysed by using the content analysis method on RQDA qualitative data analysis software. Voice of disabled people is represented through non-profit organisations. In enhancing capacity for development, considering the scope of disability (physical, social barriers), societal attitudes, and religious factors’ impact on society attitudes on persons with disabilities that disabled people are sick and helpless and need to be looked after and medical models that consider disabled people as sick patients trying to recover seem to be important. Content analysis was done to evaluate service capacity of Profession NGOs for the disability. This research study revealed that Profession type of non-governmental organisations need awareness on disability. They need in-service training to understand practices for disabled people. Integration of self-help projects, networking mechanism are essential for the development. The method of Sensitivity Training which is one of the most emphasised organisational development techniques comes forward. Expression of this education with the concept of sensitivity comes from recognising and understanding the behaviour of individuals.     

Generic skills assessment: A new problem for tertiary students with learning disabilities

Abstract

A simmering controversy has been running in the United States since 1995 over the perceived conflict between the maintenance of academic standards and the rights of disabled university students. Recent developments are set to raise the same issue in Australian universities. The first of these developments is the shift in the emphasis of academic standards with the implementation of the Generic Skills Assessment (GSA) program. The second is the release of draft disability standards for education to streamline enforcement of the Commonwealth's Disability Discrimination Act (DDA).

The DDA protects disabled people against discrimination in education. Amongst the many types of disabled people protected are those who are unable to read, write or communicate effectively because of learning disabilities, and others who are unable to concentrate and pay attention properly because of mental disorders. Hitherto, universities have found ways to comply with the DDA without compromising academic standards by providing these types of disabled students with accommodations that take the form of alternative methods of examination, extra exam time, technological assistance, scribes, readers, etc. However, the GSA has been designed for standardised implementation and doesn't allow for this type of flexibility. Further, generic skills testing specifically discriminates against students with learning disabilities and some mental disorders because it is the inability to master particular types of generic skills that defines these types of disabilities.     

Disrupting the Narrative of Universality of Inclusive Education: The New Marginalization of Low-Income,English Language Learners in India

Abstract

The assumption that educational policies and practices in the global North are viable in the global South has promoted a universal template for inclusive education, or Education For All. In India, lived realities do not conform to this universal template, resulting in the emergence of low-income English language learners who are being labeled as learning disabled. The paper calls for a “de-colonial resistance” that incorporates indigenous knowledge and lived realities.     

Social‐environmental characteristics (family climate) and sense of coherence in kibbutz families with disabled and non‐disabled children

ABSTRACT

Family climate and sense of coherence were studied among two groups of Israeli kibbutz families: (a) 67 pairs of parents of disabled children and (b) 60 pairs of parents of non‐disabled children. Significant differences were found between the two groups concerning profiles of family climate and the sense of coherence. Parents of the disabled children demonstrated a lower sense of coherence than the control group, were less satisfied with their lives and experienced more conflict. Family systems were less cohesive, and less encouraging of personal growth. Sense of coherence related to the familial quality of relations for all parent groups, although fathers of disabled children were particularly aware of reduced opportunities for personal growth. Findings suggested when major resources were provided by the community, the ‘tragic crisis’ was expressed in two aspects of the family climate: interrelations within the family system; and opportunities for personal growth. Intervention planning should consider these aspects.     

Integrating actual time usage into the assessment of examination time extensions provided to disabled college engineering students

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 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.     

Opinions of Teachers and School Administrators about Organizational Citizenship Behaviors and Disability Services

ABSTRACT

The aim of this study was to determine primary school administrators’ and teachers’ views about the organisational citizenship behaviours in their schools. Qualitative research method was employed. The participants consisted of 15 teachers and 5 school administrators working in primary schools in North Cyprus, which were selected through maximum sampling method. Content analysis was done to analyse the data. The findings indicate that the majority of teachers report that the number of teachers who are eager to help is unsatisfactory, and that the participants do not have positive opinions about the reactions they face when they encounter a problem in school. Attention was paid to issues pertaining to disabled students. Since disabled students need extra attention and care, teachers and school administrators expressed the view that to interact with disabled students, organisational citizenship behaviour is necessary. Results further show that organisational citizens are eager to guide, to make extra effort and to empower themselves in order to be more useful and efficient. This study recommends that organising in-service training to improve organisational citizenship behaviour may be effective in improving schools and contribute to the awareness of the importance of the organisational citizenship in terms of disabled students.     

The DisHuman child

ABSTRACT

In this paper, we consider the relationship between the human and disability; with specific focus on the lives of disabled children and young people. We begin with an analysis of the close relationship between ‘the disabled’ and ‘the freak’. We demonstrate that the historical markings of disability as object of curiosity and register of fear serve to render disabled children as non-human and monstrous. We then consider how the human has been constituted, particularly in the periods of modernity and the rise of capitalism, reliant upon the naming of disability as antithetical to all that counts as human. In order to find a place for disabled children in a social and cultural context that has historically denied their humanity and cast them as monstrous others, we develop the theoretical notion of the DisHuman: a bifurcated complex that allows us recognise their humanity whilst also celebrating the ways in which disabled children reframe what it means to be human. We suggest that the lives of disabled children and young people demand us to think in ways that affirm the inherent humanness in their lives but also allow us to consider their disruptive potential: this is our DisHuman child. We draw on our research projects to explore three sites where the DisHuman child emerges in moments where sameness and difference, monstrosity/disability and humanity are invoked simultaneously. We explore three locations – (i) DisDevelopment; (ii) DisFamily and (iii) DisSexuality – illuminating the ways in which the DisHuman child seeks nuanced, politicized and complicating forms of humanity.     

Grass roots: Using satellite technology for educational program delivery: The Iowa experience

Abstract

Flexibility in location, scheduling, and delivery of courses and programs through distance education can provide disabled students with what may be their first real access to higher education. Distance educators must stay abreast of developments (particularly technological developments) that will improve future services; in this way, they can take a proactive stance in providing and delivering courses, instruction, and testing in accessible formats. This article states a philosophy for serving disabled learners and describes practical applications of that philosophy for distance education programs based on the experiences of the Independent Study program at the University of Wisconsin‐Extension. Issues addressed include information dissemination, planning, instruction, testing, and faculty training and support.     

Access in Community College Policy: An Examination of the Social and Political Space Afforded Disabled Students in California Community College Policies

ABSTRACT

Access to education has long been seen as a fundamental element of a developed country. Specifically, the relative availability and access to education by various constituent groups has been identified as an essential metric in educational evaluation. Yet, individuals with disabilities have been identified as being underrepresented within institutions of higher education, including the United States (U.S.) community college. Furthermore, scholars have also argued that discussion of disability remains on the margins of scholarship within academia. Therefore, this investigation employed qualitative methods by conducting a Critical Discourse Analysis of California Title 5 policies specific to disabled students. This was done in order to examine the sociopolitical space afforded to disabled students to navigate the institutional environment of the community college. Titchkosky’s (2011) 4 W Access framework provided the analytical frameworks for this investigation. Findings indicate that ideological constructs, inflexible funding models, and lack of integration shape access and opportunity negatively for disabled students in California community colleges.     

Teaching of English to Undereducated Adults

Abstract

Teaching English to undereducated adults has been a frustrating experience for many teachers. This research review points to various factors that might account for the language-based problems of educationally deficit adults, implications are drawn for classroom teachers.