4,116 research outputs found

    The accessibility of administrative processes: Assessing the impacts on students in higher education

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    Administrative processes that need to be completed to maintain a basic standard of living, to study, or to attain employment, are perceived to create burdens for disabled people. The navigation of information, forms, communications, and assessments to achieve a particular goal raises diverse accessibility issues. In this paper we explore the different types of impacts these processes have on disabled university students. We begin by surveying literature that highlights the systemic characteristics of administrative burdens and barriers for disabled people. We then describe how a participatory research exercise with students led to the development of a survey on these issues. This was completed by 104 respondents with a diverse range of declared disabilities. This provides evidence for a range of impacts, and understanding of the perceived level of challenge of commonly experienced processes. The most common negative impact reported was on stress levels. Other commonly reported impacts include exacerbation of existing conditions, time lost from study, and instances where support was not available in a timely fashion. Processes to apply for disability-related support were more commonly challenging than other types of processes. We use this research to suggest directions for improving accessibility and empowerment in this space

    ATEE Spring Conference 2020-2021

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    This book collects some of the works presented at ATEE Florence Spring Conference 2020-2021. The Conference, originally planned for May 2020, was forcefully postponed due to the dramatic insurgence of the pandemic. Despite the difficulties in this period, the Organising Committee decided anyway to keep it, although online and more than one year later, not to disperse the huge work of authors, mainly teachers, who had to face one of the hardest challenges in the last decades, in a historic period where the promotion of social justice and equal opportunities – through digital technologies and beyond – is a key factor for democratic citizenship in our societies. The Organising Committee, the University of Florence, and ATEE wish to warmly thank all the authors for their commitment and understanding, which ensured the success of the Conference. We hope this book could be, not only a witness of these pandemic times, but a hopeful sign for an equal and inclusive education in all countries

    Graduate Academic Catalog 2017-2018

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    Inclusive Intelligent Learning Management System Framework - Application of Data Science in Inclusive Education

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    Dissertation presented as the partial requirement for obtaining a Master's degree in Data Science and Advanced Analytics, specialization in Data ScienceBeing a disabled student the author faced higher education with a handicap which as experience studying during COVID 19 confinement periods matched the findings in recent research about the importance of digital accessibility through more e-learning intensive academic experiences. Narrative and systematic literature reviews enabled providing context in World Health Organization’s International Classification of Functioning, Disability and Health, legal and standards framework and information technology and communication state-of-the art. Assessing Portuguese higher education institutions’ web sites alerted to the fact that only outlying institutions implemented near perfect, accessibility-wise, websites. Therefore a gap was identified in how accessible the Portuguese higher education websites are, the needs of all students, including those with disabilities, and even the accessibility minimum legal requirements for digital products and the services provided by public or publicly funded organizations. Having identified a problem in society and exploring the scientific base of knowledge for context and state of the art was a first stage in the Design Science Research methodology, to which followed development and validation cycles of an Inclusive Intelligent Learning Management System Framework. The framework blends various Data Science study fields contributions with accessibility guidelines compliant interface design and content upload accessibility compliance assessment. Validation was provided by a focus group whose inputs were considered for the version presented in this dissertation. Not being the purpose of the research to deliver a complete implementation of the framework and lacking consistent data to put all the modules interacting with each other, the most relevant modules were tested with open data as proof of concept. The rigor cycle of DSR started with the inclusion of the previous thesis on Atlântica University Institute Scientific Repository and is to be completed with the publication of this thesis and the already started PhD’s findings in relevant journals and conferences

    Graduate Academic Catalog 2018-2019

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    Towards an ethical framework for the design and development of inclusive home-based smart technology for smart spaces for older adults and people with disabilities

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    Unique ethical, privacy and safety implications arise for people who are reliant on home-based smart technology due to health conditions or disabilities. As a result we need to carefully reflect on our approaches to ethical issues over the life cycle of smart home technology design and the wider living context for end users and relevant stakeholders. In this position paper we highlight a need for a reflective, inclusive ethical framework for the design of inclusive smart spaces. We present key ethical considerations in the design, development and deployment of smart home-based technology for older adults and people with disabilities. We propose a novel ethical framework for the development of inclusive home-based smart technology which combines these key considerations with existing models of design

    Inclusive Education within the Haitian Educational System

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    Research has indicated that Haiti is troubled with low resources, extreme poverty, malnourishment, violence, and a poor health and educational system. People with disabilities face overwhelming stigma and discrimination, resulting in limited resources and services available. Haitian teachers do not have the necessary knowledge and skills to provide appropriate identification and intervention methods within the classroom setting. The purpose of this Doctoral Capstone Project was to provide an educational training program to teachers in Haiti with the intended outcome of improving their ability to identify and provide care for children with disabilities and trauma. The approach was through the collaboration with Kozefò, a non-profit organization that supports the primary school, A New Arrival Center School (ANACS) in Haiti. A teacher training module and handouts were provided to the staff at ANACS. 20 participants completed this training and provided feedback through a post-training survey. The results from the survey and categorical thematic analysis indicate 6 themes: (1) Learned the concept of inclusive education; (2) How to work with children with disabilities; (3) Strategies to use in the classroom; (4) Specific strategies to use in the classroom; (5) Sensory disorders; & (6) Trauma. It is evident that teachers gained a more comprehensive understanding of these theme areas, as well as improved knowledge surrounding identification and intervention strategies to address disability and trauma in the classroom. The outcomes from this Doctoral Capstone Project present important implications for the site, the profession of occupational therapy, and the greater Haitian community. Participants gained a greater toolbox of strategies to use within themselves and their students. Furthermore, society-based implications include a better acceptance of disability in the community at large. Finally, the profession of occupational therapy as a whole has gained important outcomes, including a more profound worldview and impact of a global health initiative
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