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The practice education of occupational therapy students with disabilities: practice educators' perspectives
- Authors:
- HIRNETH Michael, MACKENZIE Lynette
- Journal article citation:
- British Journal of Occupational Therapy, 67(9), September 2004, pp.396-403.
- Publisher:
- Sage
Practice educators play a key role in ensuring that disabled occupational therapy students are not excluded from educational experiences. However, little is known about how practice education for occupational therapy and other health professional students with disabilities can be facilitated effectively. A qualitative pilot study obtained phenomenological data from clinical practice educators. Stratified sampling was used to select 6 occupational therapists from throughout New South Wales, Australia, who had supervised students with a wide range of disabilities. Individual semi-structured interviews explored subjective experiences and strategies when supervising a disabled student. Participants often described the adoption of a 'therapist' role with these students. This was perceived as less effective than an 'educator' role in developing initiative and clinical reasoning skills. Participants identified the need for more support and education from universities and for improved evaluation strategies to accommodate students' needs while maintaining professional standards. To ensure positive practice education outcomes for disabled students, future undertakings should focus on developing collaboration between universities, students and practice educators.
Incorporating disabled students within an inclusive higher education environment
- Authors:
- FULLER Mary, BRADLEY Andrew, HEALY Mick
- Journal article citation:
- Disability and Society, 19(5), August 2004, pp.455-468.
- Publisher:
- Taylor and Francis
This study investigated disabled students' perceptions and experiences of learning in a single university. The paper reports the views of disabled student volunteers with a range of impairments who were selected to discuss experiences of teaching and assessment that they commonly encountered. Four group interviews were organized in 2002, before the Disability Discriminants Act (DDA) part IV came on stream, in which disabled students were invited to reflect together on their experiences as learners at the case study university. In addition to teaching and assessment, the students also identified issues to do with access to, and the use of, information as important in their learning experience. We conclude that further studies will need to adopt a more integrated approach to understanding disabled students' experiences as learners.
Lives and times: practice, policy and people with disabilities
- Editors:
- WALSH Patricia Noonan, GASH Hugh
- Publisher:
- Rathdown
- Publication year:
- 2004
- Pagination:
- 333p.,bibliogs.
- Place of publication:
- Bray, County Wicklow
Most of the people with intellectual disabilities alive at the start of this century will grow into middle and old age. Increasingly, they will attend school, live, work, enjoy social life and retire alongside their peers in their own communities. These social changes are the result of government policies in Ireland, the United Kingdom and the rest of Europe, and mirror global trends. In addition, fresh thinking about good practice in providing supports for people with intellectual disabilities is founded on a human rights perspective and in research evidence. Major changes in policy and practice have increased demands for new approaches to teaching and professional development. One result is a proliferation of interdisciplinary courses in the field of disabilities at third-level institutions.
Recent research
- Author:
- DUNCAN Anne
- Journal article citation:
- Social Work Now: the Practice Journal of Child, Youth and Family, 29, December 2004, pp.38-40.
- Publisher:
- Child, Youth and Family (Department of Child, Youth and Family Services, Te Tari Awhina I te Tamaiti, te Rangatahi, tae atu ki te Whanau)
Reports on a project from the Research and Evaluation Unit at New Zealand's Child, Youth and Family department which attempts to measure the level of unmet need, particularly in the areas of mental health, disability and education, for children and young people involved with the department.
Right to education denied?
- Author:
- WARD Adrain D.
- Journal article citation:
- SCOLAG Journal, June 2004, p.97, 102.
- Publisher:
- ScoLAG(Scottish Legal Action Group)
Looks at the Education (Additional Support for Learning) (Scotland) Act 2004 and argues that it has undermined the educational rights of children with additional support needs.
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.
Improving service delivery for disadvantaged adults: have your say
- Author:
- GREAT BRITAIN. Office of the Deputy Prime Minister. Social Exclusion Unit
- Publisher:
- Great Britain. Office of the Deputy Prime Minister. Social Exclusion Unit
- Publication year:
- 2004
- Pagination:
- 16p.
- Place of publication:
- London
The Unit is working on a new project to make mainstream public services (health, housing, education and training, social security and employment services) more effective for disadvantaged adults of working age. It will focus on people with poor basic skills, people with disabilities and/or long-term health conditions, and people from certain ethnic minorities. The Unit is seeking views from services and from disadvantaged adults themselves.
Balancing student mental health needs and discipline: a case study of the Implementation of the Individuals with Disabilities Education Act
- Author:
- PALLEY Elizabeth
- Journal article citation:
- Social Service Review, 78(20), June 2004, pp.243-266.
- Publisher:
- University of Chicago Press
This research uses a case study approach to assess the implementation of the disciplinary procedures in the Individuals with Disabilities Education Act (IDEA), a federal policy developed to ensure the inclusion of all children with disabilities in state public US education systems. The findings indicate that many factors influence the implementation of IDEA's disciplinary practices. Such factors include teacher and administrator knowledge of the law and policies, teacher and administrator discretion, school-based resources, and parental involvement. Many areas of noncompliance are apparent.
Why it's worth it: inclusive education in Scotland; a parents' perspective
- Author:
- MOLLARD Ceri
- Publisher:
- Scottish Human Services Trust
- Publication year:
- 2004
- Pagination:
- 156p.
- Place of publication:
- Edinburgh
This book was written after speaking with 15 parents of children with special educational needs throughout Scotland about their child’s experiences of inclusive education in mainstream school. The families interviewed included children and young people at all stages of education from nursery right through to 18 year olds just about to leave school, and a range of experiences of education and inclusion from very positive to very negative. The experiences that are recounted in this book are real life illustrations of what it is like for families to include their children in mainstream schools in Scotland today. These accounts provide practical examples of what works and what doesn’t work to make pupils and their families feel like an included part of their chosen mainstream school. The book explores all aspects of school inclusion including the policy context, access to information, planning and support of inclusive placements, legal exclusions from mainstream school and the benefits of inclusion for everyone.
Participation in higher education for students with disabilities: an Irish perspective
- Authors:
- SHELVIN M., KENNY M., MCNEELA E.
- Journal article citation:
- Disability and Society, 19(1), January 2004, pp.15-30.
- Publisher:
- Taylor and Francis
This small scale study aimed to explore the quality of access and participation for students with disabilities within higher education. Students with disabilities reported variable access experiences within higher education and physical access remains a serious obstacle to full participation. Generally, there was a low level of awareness of student needs in relation to assistive provision and assessment. A positive and informed staff/college attitude proved crucial in ensuring access and equitable treatment. This research highlights the inherent limitations in the current piecemeal institutional response to provision for students with disabilities. A comprehensive access service is required that addresses the needs of all marginalized groups and becomes an integral part of the third level institution.