THE IMPACT OF STUDENT ENGAGEMENT FOR UNDERGRADUATE STUDENTS WITH PSYCHOLOGICAL DISABILITIES

The purpose of this study was to examine the level of student engagement for undergraduate students with and without psychological disabilities. George Kuh (2009) examined the benefits and impact of student engagement in supporting retention, student success and enhancing the overall collegiate experience. The study provides an analysis of the level of engagement according to the four engagement indicators as identified and assessed by the National Survey for Student Engagement (NSSE). These themes are academic challenge, learning with peers, experiences with faculty, campus environment to also include high-impact practices. This study compares an analysis of the level of engagement for students with psychological disabilities as compared with their non-identified peers overall and by institution. Students with disabilities continue to enroll in institutions of higher education and are considered an underrepresented population. Many students, especially those with psychological disabilities often encounter unwelcoming environments upon entering many institutions and may not feel connected to the campus community. In order to create engaging, inclusive and supportive environments for all students, institutions should be committed to minimizing barriers and ensuring accessibility in every aspect of the student experience. Determining the level of engagement or the lack thereof is one intentional way to understand this particular diverse group of students in order to inform institutions on ways to create and implement intentional ways to support meaningful engagement and success for all students

Include 2011 : The role of inclusive design in making social innovation happen.

Include is the biennial conference held at the RCA and hosted by the Helen Hamlyn Centre for Design. The event is directed by Jo-Anne Bichard and attracts an international delegation

Developing Dementia-Friendly Tourism Destinations: An Exploratory Analysis

Dementia is emerging as a global issue. Increases in life expectancy create an older population structure with accompanying health needs but also high lifestyle expectations. For example existing generations have come to expect to be able to participate in leisure and tourism activities in later life, which can be constrained by the onset of dementia. Leading healthy lifestyles and engaging in tourism activities are viewed as fundamental to remaining active and contributing to slowing the progress of dementia. This study is the first to examine the challenges and implications of the growing scale of dementia and the business opportunities this may create for destinations wishing to achieve dementia-friendly status. The paper reports results from an initial scoping study with tourism businesses in a coastal resort in the United Kingdom with such ambitions to assess the nature of the issues that arose from a series of face-to-face interviews

United We Ride National Dialogue

The Coordinating Council on Access and Mobility (CCAM) asked the National Academy of Public Administration and Easter Seals Project ACTION to develop and host the first United We Ride (UWR) National Dialogue. The goal of the Dialogue was to help shape future policy direction and provide input to the next CCAM strategic plan. The National Academy also assembled a small work group with representatives of the Federal Interagency Coordinating Council on Access and Mobility, Easter Seals Project ACTION, and the National Resource Center on Human Service Transportation to help guide the process of design and implementation.The CCAM includes 11 federal departments, nine of which are responsible for providing transportation for people with disabilities, older adults, and people with limited incomes. CCAM officially launched United We Ride in 2004 to (1) provide more rides for target populations while using the same or fewer assets, (2) simplify access, and (3) increase customer satisfaction.Key FindingsThe process used to create coordinated transportation plans needs improvement. Significant federal policy barriers still exist to strategies that would facilitate access to transportation services. Mobility management strategies are underutilized in communities across the country, and missed opportunities to bridge gaps between transportation and other community services still need to be addressed

Development for all 2015-2020: strategy for strengthening disability-inclusive development in Australia’s aid program

Disability-inclusive development is a priority for Australia’s international engagement. This strategy – Development for All 2015-2020: Strategy for strengthening disability-inclusive development in Australia’s aid program – responds to the agenda set out in DFAT’s development policy, and aims to promote improved quality of life of people with disabilities in developing countries. Ministerial foreword The Australian Government is committed to playing a leadership role internationally in disability-inclusive development to enable people with disabilities in developing countries to find pathways out of poverty and realise their full potential. Our development policy, Australian aid: promoting prosperity, reducing poverty, enhancing stability, confirms Australia’s commitment to expanding opportunities for people, businesses and communities as key to promoting economic growth and reducing poverty. It recognises that everyone is affected if the most disadvantaged people are left behind, and acknowledges that people with disabilities make up the largest and most disadvantaged minority in the world (comprising 1 in 7 of the global population). The Australian aid policy outlines our continuing commitment to including people with disabilities as participants in and beneficiaries of our aid program. Aid alone cannot solve development problems. Our partner governments need to lead in expanding opportunities for people with disabilities by developing and implementing strong policy and legislative frameworks and improving service delivery. And we recognise we need to tap into ideas from a wider range of sources, including the private sector, and leverage new kinds of partnerships. This new strategy—Development for All 2015–2020: Strategy for strengthening disability-inclusive development in Australia’s aid program—builds on experience in implementing the Australian Government’s first strategy for disability-inclusive development1, which helped establish Australia as a strong voice globally in this area. This strategy sets out how the Australian Government—in particular, the Department of Foreign Affairs and Trade (DFAT)—will strengthen its impact in promoting disability-inclusive development beyond 2015, with a particular focus on our region, the Indo-Pacific. Australia’s international advocacy, diplomatic efforts, and aid program investments will continue to make a major contribution to improving the quality of life for people with disabilities in developing countries with the objective that our development efforts leave no one behind

YourMOOC4all: a MOOCs inclusive design and useful feedback research project

User feedback can be of great value for the development of guidelines to design MOOC platforms, courses, and open educational resources. Considering other learners’ experiences may benefit the development of course recommender systems that consider not only the quality of the content but also the level of accessibility to address disabled learners needs. In this paper a novel design for a recommender website is introduced which collects user feedback requests for Massive Open Online Courses (MOOCs), offering the possibility to freely rate the taken courses following Universal Design for Learning (UDL) principles. The development of this website, which is currently in a pilot process by UNED, will gather valuable information directly from the learners themselves to improve aspects such as the educational quality, accessibility, and usability of this open learning environment advising about the missing means regarding inclusive design

Promoting the Readiness of Minors in Supplemental Security Income (PROMISE) [CFDA 84.418P]

Over the past two decades, New York State (NYS) has been actively and collaboratively engaged in systems change across three primary domains: 1) to develop a comprehensive employment system to reduce barriers to work and improve employment outcomes of individuals with disabilities; 2) to enhance the post-school adult outcomes of youth with disabilities, by collaboratively advancing evidence-based secondary transition practices at the regional, school district and individual student levels; and, 3) to support the return-to-work efforts of individuals with disabilities who receive Social Security Administration (SSA) disability benefits under the Supplemental Security Income (SSI) program and Social Security Disability Insurance (SSDI). These domains have been supported by numerous federal and state initiatives including: the US Department of Education’s Office of Special Education and Rehabilitation Services (OSERS)-sponsored Transition Systems Change grant; the SSA-sponsored State Partnership Initiative (NYWORKS); two Youth Transition Demonstrations (YTD); the Benefits Offset National Demonstration (BOND); and, three cycles of funding for the National Work Incentives Support Center (WISC); the US Department of Labor (DOL)-sponsored Work Incentive Grant, Disability Program Navigator Initiative, and Disability Employment Initiative; three rounds of funding from the Center for Medicaid and Medicare Services (CMS) for Medicaid Infrastructure Grants (MIG, NY Makes Work Pay); the NYS Education Department (NYSED) sponsored Model Transition Program (MTP); and three multi-year cycles of the statewide Transition Coordination Site network. Most recently, NYS has sponsored the Statewide Transition Services Professional Development Support Center (PDSC); the NYS Developmental Disability Planning Council (DDPC)-sponsored Transition Technical Assistance Support Program (T-TASP), NYS Work Incentives Support Center (NYS WISC), and NYS Partners in Policy Making (PIP); the NYS Office of Mental Health (OMH)-sponsored Career Development Initiative; and others. The growing statewide and gubernatorial emphasis on employment for New Yorkers with disabilities developed over the past two decades stemming from these initiatives, supported by service innovations and shared vision across state agencies and employment stakeholders, establishes a strong foundation for implementing and sustaining a research demonstration to “Promote the Readiness of Minors in Supplemental Security Income” (PROMISE). The NYS PROMISE will build upon NYS’ past successes and significantly support NYS in removing systems, policy and practice barriers for transition-age youth who receive SSI and their families. The NYS OMH through the Research Foundation for Mental Hygiene (RFMH), with their management partners the New York Employment Support System (NYESS) Statewide Coordinating Council (SCC) and Cornell University Employment and Disability Institute, along with the proposed research demonstration site community, join the NYS Governor’s Office in designing and implementing a series of statewide strategic service interventions to support the transition and employment preparation of youth ages 14-16 who receive SSI

Embedding accessibility and usability: considerations for e-learning research and development projects

This paper makes the case that if e‐learning research and development projects are to be successfully adopted in real‐world teaching and learning contexts, then they must effectively address accessibility and usability issues; and that these need to be integrated throughout the project. As such, accessibility and usability issues need to be made explicit in project documentation, along with allocation of appropriate resources and time. We argue that accessibility and usability are intrinsically inter‐linked. An integrated accessibility and usability evaluation methodology that we have developed is presented and discussed. The paper draws on a series of mini‐case studies from e‐learning projects undertaken over the past 10 years at the Open University

Evaluation of the impact of the DFE investment in initiatives designed to improve teacher workforce skills in relation to SEN and disabilities: 1st interim report

"This is the 1st Interim Report of a longitudinal study to evaluate the impact of investment by the Department for Education (DfE) to improve teacher workforce skills in relation to special educational needs and disabilities (SEND). The evaluation started in December 2008 and this report covers work carried out over the period January 2009 – July 2010. The evaluation continues until March 2011." - Page 1