scholarly journals The right choice? An interpretive policy analysis of assistive technology in Australian disability services

2017 ◽  
Author(s):  
Emily Steel
Keyword(s):  
Assistive Technology ◽  
Policy Analysis ◽  
Disability Services ◽  
Interpretive Policy Analysis ◽  
The Right

scholarly journals The Duplicity of Choice and Empowerment: Disability Rights Diluted in Australia’s Policies on Assistive Technology

Societies ◽  
2019 ◽  
Vol 9 (2) ◽  
pp. 39
Author(s):  
Emily J Steel
Keyword(s):  
Assistive Technology ◽  
Critical Analysis ◽  
Disability Insurance ◽  
Disability Services ◽  
Disability Rights ◽  
Insurance Scheme ◽  
Interpretive Policy Analysis ◽  
Economic Discourse ◽  
To Come ◽  
Professional Power

The combination of choice as a contested concept and its increasing adoption as a policy principle necessitates a critical analysis of its interpretation within Australia’s reforms to disability services. While choice may appear to be an abstract and flexible principle in policy, its operationalization in practice tends to come with conditions. This paper investigates the interpretation of choice in the National Disability Insurance Scheme (NDIS), via an interpretive policy analysis of assistive technology (AT) provision. Analysis of policy artefacts reveals a diminishing influence of disability rights in favor of an economic discourse, and contradictory assumptions about choice in the implementation of legislation. The language of choice and empowerment masks the relegation of the presumption of capacity to instead perpetuate professional power in determining access to resources by people with disability.

A Guide to Assistive Technology for Teachers in Special Education

2012 ◽  
pp. 105-118 ◽  
Author(s):  
Harris Wang
Keyword(s):  
Special Education ◽  
Distance Learning ◽  
Assistive Technology ◽  
Learning Disability ◽  
Visually Impaired ◽  
Assistive Technologies ◽  
The Internet ◽  
Web Based ◽  
The Right ◽  
Hearing Difficulties

Everyone has the right to learn and to succeed in education. For people with certain disabilities, learning can be a challenging task, and proper use of certain assistive technologies can significantly ease the challenge, and help the learners to succeed. For teachers in special education, knowing existing assistive technology is an important step towards the proper use of those technologies and success in special education. This chapter provides a guide for teachers about assistive technology and its uses in special education. Assistive technology for people with learning difficulties, assistive technology for the visually impaired, and assistive technology for people with hearing difficulties will be discussed. Since online learning and the Internet are becoming trends in distance education, this chapter will focus on assistive technologies for Web-based distance learning, including assistive technologies for better human-computer interaction. Selecting more appropriate assistive technology for a given learner with a certain learning disability, among many choices, will be discussed.

Policy analysis and environmental problems at different scales: asking the right questions

2004 ◽  
Vol 104 (1) ◽  
pp. 5-18 ◽  
Author(s):  
Thomas P. Tomich ◽  
Kenneth Chomitz ◽  
Hermi Francisco ◽  
Anne-Marie N. Izac ◽  
Daniel Murdiyarso ◽  
...  
Keyword(s):  
Policy Analysis ◽  
Environmental Problems ◽  
The Right

scholarly journals What does it mean to teach ‘interpretively’?

2016 ◽  
Vol 9 (1) ◽  
pp. 73-84 ◽  
Author(s):  
Jennifer Dodge ◽  
Richard Holtzman ◽  
Merlijn van Hulst ◽  
Dvora Yanow
Keyword(s):  
Social Sciences ◽  
Policy Analysis ◽  
Research Methods ◽  
Research Approach ◽  
Interpretive Research ◽  
Roundtable Discussion ◽  
Interpretive Policy Analysis ◽  
International Conference ◽  
Interpretive Perspective ◽  
Interpretive Turn

The ‘interpretive turn’ has gained traction as a research approach in recent decades in the empirical social sciences. While the contributions of interpretive research and interpretive research methods are clear, we wonder: Does an interpretive perspective lend itself to – or even demand – a particular style of teaching? This question was at the heart of a roundtable discussion we organised at the 2014 Interpretive Policy Analysis (IPA) International Conference. This essay reports on the contours of the discussion, with a focus on our reflections upon what it might mean to teach ‘interpretively’. Prior to outlining these, we introduce the defining characteristics of an interpretive perspective and describe our respective experiences and interests in this conversation. In the hope that this essay might constitute the beginning of a wider conversation, we close it with an invitation for others to respond.

The right to assistive technology: for whom, for what, and by whom?

2011 ◽  
Vol 26 (2) ◽  
pp. 151-167 ◽  
Author(s):  
Johan Borg ◽  
Stig Larsson ◽  
Per‐Olof Östergren
Keyword(s):  
Assistive Technology ◽  
The Right

scholarly journals Perceptions of Access and Disability Services in Relation to Implementation and Usage of Assistive Technology in a Post-Secondary Institution

2020 ◽  
Author(s):  
Sarah Ahmed ◽  
Melissa Avila ◽  
Stephanie Bruns ◽  
Anne Kaczkowsli ◽  
Kaitlyn McMullin ◽  
...  
Keyword(s):  
Higher Education ◽  
Assistive Technology ◽  
Student Outcomes ◽  
Disability Services ◽  
Post Secondary ◽  
Education Literature ◽  
Post Secondary Institution ◽  
Faculty Feedback

While existing research explores the use of AT in higher education, literature is lacking regarding students' and faculty feedback on AT and disability services. Further research is required to determine how to enhance implementation and reception of accommodations students receive from disability services at post-secondary institutions based on combined feedback from students and faculty. This study aims to provide better insight on the experiences of both students and faculty on their usage and guidance in accommodations provided. This includes assistive technology and aiding disability services in enhancing their delivery to achieve the most meaningful and effective student outcomes in academia.

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