Blended Learning Design to Support Differentiated Learning: A Case Study for Students with Disability

Blended learning has been gaining attention in recent years as a method of instruction that combines online and offline learning experiences. This approach can potentially support differentiated learning for students with disabilities, who often require individualized instruction and accommodations. The purpose of this paper is to describe how the blended learning models can be used to support differentiated learning needed by students with special needs in higher education. This study is a qualitative case study. Data was obtained through observation, literature study, documentation and interviews with students and experts on the appropriate learning models for students with disabilities to be implemented in higher education. The findings of this research are in the form of a learning model design with a combination of face-to-face and online lectures through appropriate technology to support differentiated learning for each student with disabilities

Six years of inclusive education at the University of Rwanda-College of Education: Evaluation and perspectives

Inclusive education is one of the emerging challenges in the Rwandan education today, just like in many other educational systems. The College of Education of the University of Rwanda developed and implemented the inclusive education program since 2008. Thirty students with severe disabilities (SwDs) have enrolled, and only fourteen graduated so far. The present study shows that in order to enhance the learning process, a resource room was established to host an assortment of support materials that were purchased. However, few gaps were also revealed: Firstly, the low level of the awareness of staff which is not trained and informed; secondly, the lack of pre-admission guidance and counseling system, as well as diagnostic facilities. Thirdly, inadequately diverse support materials to enable more categories of disabilities to be supported, inappropriate standards and norms as well as follow-up support mechanisms to help graduates as they join the labor market. Finally, it showed the necessity of having SwDs’ associations to enhance advocacy and awareness raising campaigns.Key words: Disabilities, inclusive education, special educational needs, evaluation, perspective

Gaps and needs analysis: european report and roadmap

Needs assessment analysis within the ISOLEARN project focused on under-researched topic of needs in education process of visually and hearing impaired students in HE in Europe. Applying a mixed-method design with desk research, a web survey with students and in-depth interviews with representatives of higher education institutions revealed valuable feedback for increasing the understanding on needs of this vulnerable group. These two groups need different adaptations as they have different needs. Also we can say they are not satisfied with current adaptations and there is a lot of room for improvement. From the interviews and also desk research we can conclude, that the institutions are trying to help students on their way to academic success, but results of the survey shows, that they (institutions) are successful only to a certain extent.info:eu-repo/semantics/publishedVersio

THE EFFICACY OF THE DESIGNED INTERVENTION LEARNING MATERIALS FOR IMPROVING ENGLISH LANGUAGE COMPREHENSION ABILITY TO STUDENTS WITH HEARING IMPAIRMENT IN SELECTED TANZANIA INCLUSIVE SECONDARY SCHOOLS

This study embarked on intervention research to establish the efficacy of the developed intervention learning materials in improving language comprehension ability among students with hearing impairment in inclusive classrooms in secondary schools in Tanzania. The study adopted a developmental design using pre-test, post-test quasi-experimental mixed approach in which the experimental group was subjected for intervention using designed intervention materials while the control group used a traditional approach in learning comprehension. The study employed questionnaires, interviews and documentary review as methods of data collection. The quantitative evaluation employed paired sample t-test and independent t-test to compare scores within the group and between the experimental and control groups. The qualitative evaluation used a phenomenographic approach. The findings revealed that the post-test mean scores of the students in the experimental group improved significantly in comparison with the control group.  Article visualizations

A Framework For The Adoption And Effective Use Of Icts For Visually Impaired Learners In Higher Education

ThesisEducation is a vital asset that makes a valuable contribution in society. That is because it helps shape people into responsible citizens. Citizens who attain higher education play an important role in the economic stability and social prosperity of a nation. It is therefore imperative that all individuals in a country are assured of equal educational opportunities. The South African Constitution has embraced an inclusive education policy to ensure that no student is left behind in the education system. Inclusive education is an educational system that is designed in such a way that addresses the needs of all the students regardless of their disabilities. Special schools in South Africa cater for the educational needs of learners with disabilities. However, various researchers have observed that learners who are visually impaired are often excluded from participating in higher education institutions, especially in Engineering courses. Consequently, it is essential to identify the challenges that visually impaired learners in South Africa face when contemplating entry into higher education and more specifically, Engineering courses. Unlike other courses such as Management and Education, Engineering courses are more practical-based. That is because Engineering courses are visual in nature, especially subjects such as Computer Science, IT and Electrical Engineering which might prove challenging to visually impaired learners. Therefore, such learners require the assistance of specialised Information and Communications Technology (ICT) tools and resources for studying Engineering courses. ICT has revolutionised the education sector by facilitating the teaching and learning process of visually impaired learners. This study aims to develop a framework for the provision of visually impaired learners in Engineering education in SA using ICTs. This study also examines the ICT tools that could be adopted to better facilitate the entry of visually impaired learners into Engineering courses. A design science research paradigm is used in this study. The study started with an intensive literature review, followed by a case study which was divided into two parts: Part A and Part B. Part A of the case study was done at school level and utilised focus groups and questionnaires from educators at special schools. Part B of the case study was conducted at university level and utilised questionnaires to collect data from disability units at universities; HODs and senior lecturers from Engineering faculties at universities. The data collected from all the data sources were triangulated to develop the proposed framework for the study. The proposed framework for the provision of visually impaired learners in Engineering education in SA using ICTs comprised six components: government and management support; finance; infrastructure; mobility; teaching and learning; and student support services. The framework was evaluated by specific field experts so as to establish its validity and refine its suitability for higher education in SA. The proposed framework was refined based on the feedback from the experts. Experts consisted of a group of researchers who had done research in Engineering education, HODs of Engineering faculties, managers of disability centres and a visually impaired person working in an Engineering/IT field. Consequently, a modified framework is presented in this thesis. The scientific contribution of this study is the provision of a framework that may be used to provide better access to Engineering courses for VILs in higher education in South Africa using ICT’s. This research has identified six principal factors and twenty-one sub-factors that would assist the provision of VILs in Engineering education. Establishing such a framework could provide improved academic access for VILs in SA, thereby increasing their prospects of employment and empowerment. Accommodating VILs in the labour sector of SA will improve their quality of life, thereby contributing to the country’s economic prosperity

The establishment of the advanced curriculum in the specialized clinical area of pediatric nursing as an essential part of a major program in nursing education

Thesis (Ed.M.)--Boston Universit

Making sense of assessment feedback in higher education

This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) from 2000 to 2012. The focus of the review is on the feedback that students receive within their coursework from multiple sources. The aims of this study are to (a) examine the nature of assessment feedback in HE through the undertaking of a systematic review of the literature, (b) identify and discuss dominant themes and discourses and consider gaps within the research literature, (c) explore the notion of the feedback gap in relation to the conceptual development of the assessment feedback field in HE, and (d) discuss implications for future research and practice. From this comprehensive review of the literature, the concept of the feedback landscape, informed by sociocultural and socio-critical perspectives, is developed and presented as a valuable framework for moving the research agenda into assessment feedback in HE forward

Teachers' views on providing for children with special needs in inclusive classrooms:a papua new guinea study

The purpose of having inclusive education is to value children with special needs so they can participate equally in all educational activities alongside their peers without special needs. There should not be any discrimination, segregation or isolation of these children with special needs from being educated rather they must be given an equal opportunity to participate alongside children without special needs. This study seeks to investigate primary school teachers' views and experiences in implementing the Inclusive Education Policy in regular schools. The study was conducted in five districts of the Enga Province of Papua New Guinea. Six primary schools were selected and involved 77 teachers who responded to questionnaire items, while 12 teachers within the group were chosen to be involved in interviews. Data for the study were gathered and analysed from the questionnaires, and the interview transcripts. The findings from the study revealed that most teachers supported the notion of Inclusive Education Policy and would like to implement it. However, they indicated that there needed to be a change in attitudes of teachers, peers, boards of management, and parents/caregivers to provide assistance for children with special needs. Most teachers felt that there needs to be more awareness of the principle and the importance of inclusion. Teachers' limited knowledge of teaching children with special needs was also highlighted. In this study teachers admitted they needed more training in the field of educating children with special education in order to accommodate and teach children with special needs. This shows that teachers' colleges and universities need to have trained lecturers to develop more courses in special education. Teachers expressed concern that school inspectors do not know enough about the inclusive education concept and need to be trained as well so collaboratively they could implement the policy. Government support is needed to effectively implement the inclusive education policy. This includes training of specialists to support teachers, funds for teaching and learning resources and facilities in schools. The cultural implications and geographical issues have also had some impact on the implementation of the Inclusive Education Policy, while the issue of children with HIV and AIDS was raised that teachers needed to be prepared in order to accommodate and teach those infected children. All these issues highlighted are very important and it is hoped that the outcome of the findings will provide the Department of Education with new strategies to improve and strengthen their commitment to implement Inclusive Education Policy

New Updates in E-Learning

This book presents state-of-the-art educational technologies and teaching methodologies and discusses future educational philosophies in support of the global academic society. New Updates in E-Learning is a collection of chapters addressing important issues related to effective utilization of the Internet and Cloud Computing, virtual robotics, and real-life application of hybrid educational environments to enhance student learning regardless of geographical location or other constraints. Over ten chapters, the book discusses the current and future evolution of educational technologies and methodologies and the best academic practices in support of providing high-quality education at all academic levels

What Barriers do Deaf Undergraduates face in acquiring Employability Skills in Higher Education? :

This article explores the lived experiences of deaf undergraduates’ acquisition of employability skills whilst at university, as reported through a series of semi-structured one to one interviews. In particular, this report focuses on the specific themes of generic skills, emotional intelligence, communication skills, career development learning and work experience. Data provided by the interviewees shows that whilst some of the generic skills were easily attainable, other significant career development learning and job-seeking skills are more difficult for deaf students to acquire. It is evident that the acquisition of these skills is also hampered by a lack of tutor and/or peer awareness and support. This study also discusses the importance of work placement opportunities for gaining employment, and how various barriers preclude many deaf students from gaining this experience. Not least of these is the lack of funding – either from Access to Work (ATW) or Disabled Students Allowance (DSA) – which would facilitate the employment of interpreters in the voluntary work sector. In light of the increasing number of disabled students failing to find employment upon graduation (AGCAS, 2018) it is imperative that measures are taken to break down the barriers which prevent deaf students from gaining the skills and experiences which would enable them to more readily secure employment. Unless and until this is done, deaf university students will still not be able to gain the maximum benefit from the increased opportunities available to them from undergraduate study