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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.
CSP guidance: supporting disabled physiotherapy students on clinical placement
- Author:
- CHARTERED SOCIETY OF PHYSIOTHERAPY
- Publisher:
- Chartered Society of Physiotherapy
- Publication year:
- 2004
- Pagination:
- 81p.
- Place of publication:
- London
This guidance has been produced by the Chartered Society of Physiotherapy in response to Part 4 of the Disability Discrimination Act(DDA) which refers specifically to special educational needs and disability. The DDA was extended to education from September 2002 and has implications for providers of all qualifying physiotherapy programmes, postgraduate programmes and CPD courses. It aims to ensure that people with disabilities have equality of opportunity to benefit from, and contribute to, the learning and services available in Higher Education Institutions.
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)
Disability-specific preparation programme plays an important role in shaping students' attitudes towards disablement and patients with disabilities
- Authors:
- CHENOWETH Lynn, et al
- Journal article citation:
- Learning in Health and Social Care, 3(2), June 2004, pp.83-91.
- Publisher:
- Blackwell
The philosophy of a curriculum can influence nursing students’ attitudes to particular patient groups. Despite nursing claiming to focus on meeting the needs of all, the development of an understanding of patients with disabilities is one area that is generally not given specific attention in undergraduate nursing curricula. A small pilot study was conducted to explore the effect of a clinical placement in a rehabilitation setting on nursing students’ attitudes towards, and effectiveness in caring for, adult patients with acquired disabilities from head and spinal injuries. The students arrived with unexpectedly positive attitudes towards persons with a disability, which remained relatively unchanged at the end of the clinical placement. This article reports on the pre/post-test results of the students’ attitude changes employing the Attitudes Towards Disablement Scale (ATDS) and the Scale of Attitudes Towards Disabled Persons (SADP). The students’ participation in a disability-specific preparation programme, prior to the placement, may explain these findings, thereby supporting other studies that report the value of such programmes in increasing positive attitudes to persons with disability.
Access to practice: overcoming the barriers to practice learning for disabled social work students
- Authors:
- SAPEY Bob, TURNER Rosemary, ORTON Sue
- Publisher:
- SWAPltsn
- Publication year:
- 2004
- Pagination:
- 69p.
- Place of publication:
- Southampton
The introduction of the Disability Discrimination Act Part 4 requires institutions to ensure that learning and teaching practices are accessible to disabled students. Under the Act there is also a responsibility to make anticipatory adjustments and this will lead to the development of proactive practices, not merely responding to issues as they arise. There will be a need for the academic community, in conjunction with partners, toensure an equality of opportunity for disabled students. For social work, and other subject disciplines, it is vital that the profession reflects the wider composition of the communities it serves. This guide has been produced at an opportune time as it will support a drive to increase the number of disabled students undertaking the new degree in social work.
Opening doors to disability: a class project
- Author:
- MOORE Linda S.
- Journal article citation:
- Journal of Community Practice, 12(1/2), 2004, pp.89-105.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philapelphia, USA
This paper describes and analyzes a community intervention class project in a university community that led to the establishment of an officially recognized campus organization, Open D.O.O.R.S. (Disability Organization for Opportunity, Resources, and Services), to address issues of people with disabilities. It emphasizes the need for providing students knowledge of community strategies at a time when the profession is facing increased social problems and fewer social resources. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580)
'They are not like us and neither should they be': issues of teacher identity for teachers of pupils with profound and multiple learning difficulties
- Author:
- JONES Phyllis
- Journal article citation:
- Disability and Society, 19(2), March 2004, pp.159-169.
- Publisher:
- Taylor and Francis
This article analyses notions of teacher identity for a group of teachers of pupils with profound and multiple learning difficulties. Teacher identity is analysed from the perspective of the role it plays in supporting the teachers' ideas of being separate and different from their teaching colleagues in mainstream education. For some of the teachers this is manifested in an identity to a cause, which is deep rooted and complex. It is argued that teacher educators need to be aware of the potential influence of teacher identity when planning and delivering initial teacher training and continued professional development. This is particularly pertinent in a context of supporting greater shared professional identity between teachers who work in segregated and mainstream contexts. It is also argued that the development of the discourses of inclusion needs to take account of the complexities of these issues. Whilst engaged in a doctoral research project exploring teachers' views of how pupils with profound and multiple learning disabilities learn, issues of teacher identity emerged as an important element in the teachers' discussions about their work. This article focuses upon these issues, particularly in relation to professional development and a changing school culture that explicitly expects greater inclusive practice. It appears that the discourse relating to identity is about continua, tensions and boundaries that continually interplay. In the author's developing understanding of issues of identity, she found the sociological paradigm helpful in offering an appreciation of identity that acknowledges the interplay between the individual and society. Notions of social identity, embracement and distancing offer a conceptual framework for appreciating the teachers' views in this study.
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.