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The education and employment of disabled young people
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2005
- Pagination:
- 4p.
- Place of publication:
- York
Developing positive aspirations is a key factor in securing good educational and occupational outcomes, and an important component of autonomy. This study compared the aspirations of young disabled and non-disabled people, and examined the extent to which those aspirations were achieved.
A chance to work?
- Author:
- CRIDDLE Jenny
- Journal article citation:
- Adults Learning, 10(1), September 1998, pp.12-14.
- Publisher:
- National Institute for Adult Continuing Education
Evaluates careers education and guidance provision for students with mild or moderate learning difficulties or disabilities.
The education and employment of disabled young people: frustrated ambition
- Author:
- BURCHARDT Tania
- Publisher:
- Policy Press; Joseph Rowntree Foundation
- Publication year:
- 2005
- Pagination:
- 57p., bibliog.
- Place of publication:
- Bristol
Developing positive aspirations is a key factor in securing good educational and occupational outcomes, and an important component of autonomy. This study compared the aspirations of young disabled and non-disabled people, and examined the extent to which those aspirations were achieved.
Variables that affect teachers’ attitudes towards disability and inclusive education in Mumbai, India
- Author:
- PARASURAM Kala
- Journal article citation:
- Disability and Society, 21(3), May 2006, pp.231-242.
- Publisher:
- Taylor and Francis
Teacher attitude is one of the most important variables in the education of children with disabilities. Attitudes of general educators in the city of Mumbai, India, toward disabilities and inclusion of students with disabilities into regular schools were studied through the usage of two attitude scales. The study investigated whether variable background characteristics such as age, gender, income level, education levels, years of teaching experience, acquaintance with a person with a disability, having a family member with a disability, frequency of contact and closeness to a person with disability affect the attitudes of teachers towards people with disabilities and towards inclusion of students with disabilities into regular schools. The analyses revealed that while some of the variables of interest did affect teachers’ attitudes towards disabilities, the only variable that affected teachers’ attitudes towards inclusion was prior acquaintance with a person with a disability.
Human capital, social capital, entrepreneurship and disability: an examination of some current educational trends in the UK
- Author:
- PAVEY Barbara
- Journal article citation:
- Disability and Society, 21(3), May 2006, pp.217-230.
- Publisher:
- Taylor and Francis
Influenced by European policy, human capital and social capital are currently of interest in UK education policy and practice, expressed particularly in the concepts of lifelong learning and entrepreneurship. Human capital and social capital ideas are shown to be flawed by not taking disability into account. The characteristics of entrepreneurship and entrepreneurship education are examined for relevance to young people with disabilities or learning difficulties and it is concluded that more could be done to develop opportunities for entrepreneurship. The position of people when work is not an option is considered, leading to the question of whether there is a ‘disability industry’, and an acknowledgement of the importance to the economy of disabled people as consumers and producers. A wider definition of entrepreneurship, which includes people with disabilities and learning difficulties, is sought and the paper concludes by discussing the wider implications for the learning community.
Funding for disabled students
- Author:
- SCOTLAND. Scottish Executive
- Publisher:
- Scotland. Scottish Executive
- Publication year:
- 2006
- Pagination:
- 64p.
- Place of publication:
- Edinburgh
The Review of Provision for Students with Disabilities was initiated by the Funding for Learners (FFL) division of the Scottish Executive in spring 2005 in order to examine the support available to students with disability-related additional needs studying at Further Education (FE) and Higher Education (HE) level in Scotland. The main aim of the project is to consider options to improve the efficient and effective use of the existing financial resource for individual support for disabled students, within the context of institutional funding to support widening access. The review also considers the feasibility of introducing a single system of support, which would be based on need, rather than level of study.
Room at the academy?: people with learning difficulties and higher education
- Authors:
- BOXALL Kathy, CARSON Iain, DOCHERTY Daniel
- Journal article citation:
- Disability and Society, 19(2), March 2004, pp.99-112.
- Publisher:
- Taylor and Francis
This article considers the contributions of people with learning difficulties to an undergraduate degree programme in Learning Disability Studies at the University of Manchester. It begins with an evaluation of models of disability and their implications for the study and production of knowledge about learning disability. It then goes on to explore the role of people with learning difficulties--and the place of their experiences and knowledges--both on the Learning Disability Studies programme and within the academy. Drawing on the experience of the Learning Disability Studies programme, it argues for the inclusion of people with learning difficulties in learning, teaching and research.
A disabling education: the case of disabled learners in Malaysia
- Authors:
- ADNAN Airil Haimi, HAFIZ Intan Azreena
- Journal article citation:
- Disability and Society, 16(5), August 2001, pp.655-669.
- Publisher:
- Taylor and Francis
Currently there is a move by the government towards improving the state of education for disabled learners in Malaysia. It is believed that current policy and practice do not meet the needs and requirements of these learners, partly because of the different definitions of disability adopted by various government agencies that are empowered to assist them. Employing a social constructivist framework, these definitions are examined specifically in the way they have been developed into different practices. It is argued that some of the common practices in educating disabled learners are discriminatory and haphazardly planned. The material effects of these practices on the actual provisions of education for these learners are then observed and evaluated. It is suggested that the education system be improved by including disabled learners in mainstream education, so as to help instigate positive changes in the lives of these learners through the wider process of social inclusion.
Programming for special educational needs
- Author:
- DICKINS Mary
- Journal article citation:
- Coordinate, 70, March 1999, pp.12-13.
- Publisher:
- National Early Years Network
With its SEN Programme of Action, the Government has issued a comprehensive plan for redirecting provision for children with special educational needs. This article provides an overview of the programme's content and calls for coherent local policies to make the best of its intentions.
The Dearing Report and students with disabilities and learning difficulties
- Author:
- HURST Alan
- Journal article citation:
- Disability and Society, 14(1), January 1999, pp.65-83.
- Publisher:
- Taylor and Francis
The movement to promote improved levels of participation from groups under-represented in higher education which occurred between 1980 and 1990 neglected disabled people. The position has been addressed by the national higher education funding councils since 1992 and progress has been made. However, whilst certain social groups were highlighted, nothing was said about disabled people in the terms of reference of Sir Ron Dearing's National Committee of Inquiry. This article describes attempts made to inform and influence the Committee and considers the Report itself.