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.

scholarly journals Assistive technology enables inclusion in higher education: The role of Higher and Further Education Disability Services Association

2019 ◽  
Vol 8 ◽  
Author(s):  
Marcia Lyner-Cleophas
Keyword(s):  
Higher Education ◽  
Assistive Technology ◽  
Critical Role ◽  
Further Education ◽  
Assistive Technologies ◽  
Disability Services ◽  
Prospective Students ◽  
Online Tools ◽  
And Training

Background: Using assistive technology is one way to foster inclusion of students in the post-school education and training (PSET) sector.Objectives: Higher and Further Education Disability Services Association (HEDSA) enables the sharing of new knowledge about assistive technologies through its symposia, and making information available on its website. Additionally, it facilitates dialogue and collaboration amongst institutions in the PSET network using a listserv and newsletters, given that PSET institutions are spread countrywide.Method: This is an article based on a presentation at the 5th African Network of Evidence-to-Action in Disability (AfriNEAD) conference in Ghana in 2017 that focused on the value of assistive technology for students pursuing studies in the PSET sector and the role played by HEDSA in South Africa.Results: The positive gains and existing gaps in disability inclusion in the higher education sector in South Africa are highlighted, with reference to access to technology. All higher education institutions have internet access and can thereby make use of listservs to communicate information. MapAbility is a way that prospective students can gain a snapshot view of available resources at institutions of learning, using the internet.Conclusion: An association such as HEDSA plays a critical role in the PSET sector to enhance disability inclusion using online tools to disseminate information.

scholarly journals Counter-narratives in the First Person: Whiteness and the Limits of Diversity

Journal ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 45-52
Author(s):  
Sara Bafo ◽  
Ethiraj Gabriel Dattatreyan
Keyword(s):  
Higher Education ◽  
Public Space ◽  
First Person ◽  
Short Article ◽  
Post Secondary ◽  
Counter Narratives ◽  
Diversity In Higher Education ◽  
Post Secondary Institution ◽  
The Uk ◽  
The University

This short article focuses on Sara’s experience as the first-ever student BAME department representative at a large post-secondary institution in the UK. Written as a first-person testimonial but grounded in a dialogic method of ethnographic recovery and remembrance, we argue that diversity initiatives that seek to create inclusion and representation, without a careful engagement with power, end up reproducing the university as a white public space that centres white fragility. The article highlights two key experiences during Sara’s tenure as BAME student representative in a department of anthropology that show how the limits of diversity in higher education are found in the refusal to engage with whiteness.   

UNDERSTANDING DISABILITIES & ONLINE STUDENT SUCCESS

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts ◽  
Bill Welsh ◽  
Kelly Hermann ◽  
Cheryl Pruitt ◽  
Gaeir Dietrich ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Success ◽  
Students With Disabilities ◽  
Disability Services ◽  
Government Accountability ◽  
Academic Goals ◽  
Online Student ◽  
Support Resources ◽  
Legislative Changes

Approximately 11% of all postsecondary students reported having a disability in 2008. Although the percentage of students with disabilities in 2008 closely reflects the percentage reported in 2004, the U.S. Government Accountability Office states that recent legislative changes have the potential to increase the diversity and number of students with disabilities pursing higher education. To support students with disabilities enrolled in higher education and in online learning, it is important to understand disabilities and the resources students need to actively engage in their courses and to achieve their academic goals. This article includes collaborative responses from a diverse group of leaders at eight higher education institutions and organizations who work with disability services and have experience in online learning. Some of the contributors also have disabilities so the collective responses build upon research, professional experience, and personal experience. For this article, the ten contributors answered 20 questions regarding disabilities and online student success as well as provided recommended practices. This article is designed to be interactive. It includes screenshots, simulation links, video demonstrations, and resources to provide a more detailed understanding of disabilities, accessibility, and support resources. JALN readers are encouraged to interact with the simulations and to watch the demonstration videos as a way to learn more about disabilities and supporting online student success.

From Scarcity to Abundance: Achieving Quality-Assured Mass Higher Education

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Peter P. Smith
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Good Practice ◽  
The United States ◽  
The Other ◽  
Secondary System ◽  
Mass Higher Education ◽  
Post Secondary ◽  
One Year ◽  
The One

The United States is in a bind. On the one hand, we need millions of additional citizens with at least one year of successful post-secondary experience to adapt to the knowledge economy. Both the Gates and Lumina Foundations, and our President, have championed this goal in different ways. On the other hand, we have a post-secondary system that is trapped between rising costs and stagnant effectiveness, seemingly unable to respond effectively to this challenge. This paper analyzes several aspects of this problem, describes changes in the society that create the basis for solutions, and offers several examples from Kaplan University of emerging practice that suggests what good practice might look like in a world where quality-assured mass higher education is the norm.

From Teen Parent to Student Parent: Latina Mothers’ Persistence in Higher Education

2020 ◽  
pp. 153819272098030
Author(s):  
Giselle Emilia Navarro-Cruz ◽  
Brianne A. Dávila ◽  
Claudia Kouyoumdjian
Keyword(s):  
Higher Education ◽  
Adolescent Mothers ◽  
Transition To Parenthood ◽  
Social Experiences ◽  
Latina Mothers ◽  
Post Secondary ◽  
Teen Parent ◽  
Academic And Social Experiences ◽  
Depth Interviews ◽  
Persistence In Higher Education

Less than half of adolescent mothers graduate from high school and fewer obtain a post-secondary degree. The purpose of this study is to understand how Latina mothers who experienced childbirth during adolescence transition to parenthood and higher education. We conducted 13 in-depth interviews with Latina mothers enrolled in higher education. We found that Latina mothers’ persistence in higher education is influenced by psychosocial factors, initial commitments, academic and social experiences in college, and final commitments.

scholarly journals Underpinning the entrepreneurship educator’s toolkit: conceptualising the influence of educational philosophies and theory

2021 ◽  
Author(s):  
Robin Bell
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Educational Philosophy ◽  
Entrepreneurship Education ◽  
Theory And Practice ◽  
Learning Theories ◽  
Philosophical Orientation ◽  
Education Literature ◽  
Educational Philosophies ◽  
Literature Theory

AbstractEntrepreneurship educators can maximise the effectiveness of their delivery by having a firm grasp of the different educational philosophies and theories that underpin entrepreneurship education pedagogy and practice. A particular educational philosophical orientation underlies, directs, and drives educator practices and should align with what the teaching seeks to impart and achieve, and the roles the learners and educator play in the learning process. Whilst educators might not always be explicitly aware of their philosophical orientation, it will direct and drive their pedagogic practice and have implications for what they deliver, and how they deliver it. The benefits of bringing together different learning theories, philosophies, and approaches for entrepreneurship education has previously been posited in the literature. However, it has been highlighted that connections between educational theory and practice are limited, and that the field of entrepreneurship education could be advanced through providing links between education literature, theory, and learning. This paper advances the literature by linking educational philosophy and theory to entrepreneurship education and pedagogy in higher education. It discusses and highlights how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This meets calls for the conceptualisation of how educational philosophies and theories can be integrated into entrepreneurship education to support learners.

Truth without Action

2015 ◽  
Vol 3 (10) ◽  
pp. 93-96
Author(s):  
Theodore Sawruk
Keyword(s):  
Higher Education ◽  
Active Role ◽  
Government Officials ◽  
Education Department ◽  
President Obama ◽  
Post Secondary ◽  
Spellings Commission ◽  
Education Report ◽  
Federal Agents ◽  
Tuition Costs

This reflection utilizes Kevin Casey’s 2007 article, Truth without Action, as a springboard to address contemporary issues related to autonomy, accountability and accreditation in higher-education. With escalating costs, rising unemployment and deepening consumer debt, it is natural for government officials to seek out a cause, or more accurately, a scape-goat for the evolving crisis. Over the last few decades, starting with A Time for Results in 1980, following with The State Post-secondary Review Entities (SPREs) in 1992; and continuing with the Spellings Commission on the Future of Higher Education Report in 2006, federal agents have politicized American education and issued indictments against higher-education. Tuition costs are too high, graduation rates are too low and student learning-outcomes remain ineffable. With the recent re-election of President Obama, “the Education Department will continue to play an active role in regulating and attempting to influence colleges and universities.” (Nelson, 2012) Amy Laitinen, deputy director for higher-education at the New America Foundation and former Education Department policy advisor, recently stated, “The President himself, not just his advisors, is very interested in the college cost and the college outcome issue.” (Nelson, 2012)

scholarly journals Understanding Students’ Experiences of Well-Being in Learning Environments

2016 ◽  
Vol 6 (3) ◽  
pp. 90 ◽  
Author(s):  
Alisa Stanton ◽  
David Zandvliet ◽  
Rosie Dhaliwal ◽  
Tara Black
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Learning Experiences ◽  
Well Being ◽  
Institutions Of Higher Education ◽  
Interview Protocol ◽  
Post Secondary ◽  
Health Promoting ◽  
Qualitative Exploration ◽  
Insight Into

<p>With the recent release of a new international charter on health promoting universities and institutions of higher education, universities and colleges are increasingly interested in providing learning experiences that enhance and support student well-being. Despite the recognition of learning environments as a potential setting for creating and enhancing well-being, limited research has explored students’ own perceptions of well-being in learning environments. This article provides a qualitative exploration of students’ lived experiences of well-being in learning environments within a Canadian post-secondary context. A semi-structured focus group and interview protocol was used to explore students’ own definitions and experiences of well-being in learning environments. The findings illuminate several pathways through which learning experiences contribute to student well-being, and offer insight into how courses may be designed and delivered in ways that enhance student well-being, learning and engagement. The findings also explore the interconnected nature of well-being, satisfaction and deep learning. The relevance for the design and delivery of higher education learning experiences are discussed, and the significance of the findings for university advancement decisions are considered.</p>

scholarly journals Awakening Aspirations of Primary School Students: Where Will Your Dreams Take You?

2017 ◽  
Vol 6 (3) ◽  
pp. 116 ◽  
Author(s):  
Ruth Greenaway ◽  
Uwe Terton
Keyword(s):  
Higher Education ◽  
Primary School ◽  
New World ◽  
Tertiary Education ◽  
Economic Status ◽  
Primary School Students ◽  
School Students ◽  
Education Literature ◽  
Socio Economic Status ◽  
Capacity To Aspire

This article posits that when children are encouraged to aspire, they can become aware of a new world of choices and opportunities. Children should be supported to aspire in all areas of their lives. Of interest is children’s capacity to aspire to attend tertiary education. Literature shows that children cannot aspire to attend higher education when they have no knowledge of the opportunities nor realise its purpose. To support this argument, we discuss a project involving primary school students from areas that have been identified as having a low socio-economic status. The results show that as a consequence of students participating in the My Tertiary Eductaion (MyTED) program they developed the capacity to aspire to attend tertiary education.“Alicia would look up at the starry sky and dream”(Bright Star, Crew, 1997, p.5)

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