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The thorny dilemma of gate keeping versus inclusion for students with disabilities: the response of one program
- Authors:
- MEACHAM Mike, et al
- Journal article citation:
- Journal of Social Work in Disability and Rehabilitation, 3(4), 2004, pp.69-87.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Students with disabilities continue to face difficult obstacles in education. Many times, efforts to assist students are inconsistent, directed by faculty with little knowledge of disability issues, or are reactive efforts to overcome specific problems. The social work faculty at Valdosta State University decided to develop a comprehensive and ongoing programme to address disability issues proactively and in a broad sense. Developing the programme from intensive literature review, feedback from alumni and students, and assistance from administration has resulted in many successes and an admission that any efforts to develop such a programme must be continually reviewed and revised. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580)
Negotiating identities, negotiating environments: an interpretation of the experiences of students with disabilities
- Author:
- LOW Jacqueline
- Journal article citation:
- Disability and Society, 11(2), 1996, pp.235-248.
- Publisher:
- Taylor and Francis
This paper explores the experiences of nine students with disabilities pursuing degrees at a large Canadian university. An ethnographic approach was followed using face-to-face, unstructured interviews and a focus group to generate data. The analysis focuses on how these students negotiate disabled and non-disabled identities while negotiating the physical environment of the university campus. Argues that these negotiatory processes are necessarily interconnected and inherently contradictory.
The learning journey
- Authors:
- BROWN Kate, SPRIGGS Len
- Journal article citation:
- Adults Learning, 11(8), April 2000, pp.25-27.
- Publisher:
- National Institute for Adult Continuing Education
The authors report on a university scheme which enables students with disabilities to make informed choices about their future.
Delivering therapy services for students with high support needs: perceptions of roles, priorities and best practice
- Authors:
- DULE Kim, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 24(3), September 1999, pp.243-263.
- Publisher:
- Taylor and Francis
Presents the results of a survey of therapists providing services to students with high support needs in New South Wales. The survey examined therapists perceptions of their roles, criteria used to set priorities for therapy services, decision making authority and agreement with best practice related to the collaborative team approach and implementation of those practices. Practices associated with a collaborative team approach received both a higher level of agreement and reported implementation than practices not associated with the approach.
The structure of arguments used to support or oppose inclusion policies for students with disabilities
- Author:
- COLE Peter G.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 24(3), September 1999, pp.215-225.
- Publisher:
- Taylor and Francis
Discusses the arguments which have been proposed to support or oppose the value of the inclusion model in the education of students with disabilities. The author places the arguments in four categories: consequentialist, justice, rights and the needs argument. discusses the arguments in detail which are commonly used to support or deny policies of inclusion.
The learning experience of students with disabilities in higher education. A case study of a UK university
- Authors:
- BORLAND John, JAMES Sue
- Journal article citation:
- Disability and Society, 14(1), January 1999, pp.85-101.
- Publisher:
- Taylor and Francis
Summarises the results of an investigation into the social and learning experiences of students with disabilities in a UK university. The students' experiences were evaluated in three broad areas: with respect to the categories used by the Higher Education Council to examine the quality of the learning experience for all students in higher education; against the issues conventionally included in studies and policy developments for independent living for people with disabilities; and in relation to the impact coming to university has on the lives of students with disabilities.
School choice, markets and special educational needs
- Authors:
- BAGLEY Carl, WOODS Philip A.
- Journal article citation:
- Disability and Society, 13(5), November 1998, pp.763-783.
- Publisher:
- Taylor and Francis
This article investigates the ways in which schools competing within the educational marketplace perceive and respond to the needs of parents of SEN students, and considers the perspectives, experiences and values of these parents relating to school choice. The findings reveal the pressures on senior school managers and the difficulties encountered by parents of SEN students are increasingly marginalised and devalued.
An interdisciplinary training model in the field of early intervention
- Author:
- ROBERT-DeGENNARO Maria
- Journal article citation:
- Social Work in Education, 18(1), January 1996, pp.20-29.
- Publisher:
- National Association of Social Workers
Federal legislation mandated the development of comprehensive, coordinated service systems to meet the needs of infants and toddlers with disabilities and their families. This article presents a training model that uses an interdisciplinary approach to train students from various disciplines, including social work, to work as interdisciplinary team members with families who have a disabled infant or toddler. School social workers will be expected to provide leadership on teams and service coordination in this field of early intervention. In responding to this challenge, the primary focus should be on coordinating the continuum of care needed by a family, It is critical that adequately trained personnel be available and have the skills to plan, deliver, and monitor early intervention services within a variety of delivery systems.