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MARINA ORSINI‐JONES 《Support for Learning》2009,24(1):27-34
This paper develops from previous research ( Orsini‐Jones et al., 2005 ) and reports on the experience of three students, two visually impaired and one blind, reading languages at Coventry University, on the adjustments made to meet their needs and on the challenges encountered on their learning journey both from their point of view and from the point of view of the staff involved. It focuses on three students' experience of their languages course and considers the challenges they met in each of their years of study. It concludes by evaluating these students' language learning journey at Coventry University, reporting on their feedback on their experience and on whether or not they feel that staff have successfully catered for their individual needs. It is argued here, as in the previous related work ( Orsini‐Jones, et al., 2005 ) that ‘there still exists some tension between the reasonable anticipatory adjustments that lecturers can put in place and the necessary ad hoc ones that will be needed for a disabled student with very specific needs’. 相似文献
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ALISON JONES 《Gender and education》1997,9(3):261-269
ABSTRACT Increasing numbers of undergraduate students in education are using 'post-structuralist' theory and concepts in their discussions of gender. However, because of their lack of knowledge of structuralism, their use of post -structuralist theory is often confused. Many of my students invoke a humanist subject who 'positions' herself in a range of discourses, while purporting to work within a wider theoretical framework which eschews humanism. Judith Butler's work on 'the subject' is used here to critique such confusion, which is evident particularly in the students' use of the work of Bronwyn Davies. 相似文献
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