From elitist to inclusive higher education

This is an accepted manuscript of a book chapter published by Routledge in Inclusive Education Perspectives on pedagogy, policy and practice on 28/04/2016, available online: https://www.routledge.com/Inclusive-Education-Perspectives-on-pedagogy-policy-and-practice/Brown/p/book/9781138913899 The accepted version of the publication may differ from the final published version

Exciton-phonon coupling in individual GaAs nanowires studied using resonant Raman spectroscopy

The Fröhlich coupling strength of individual GaAs nanowires is investigated by resonant micro-Raman spectroscopy measurements near the direct bandgap E[subscript g]2. Large 2LO/1LO intensities up to 5.7 are observed in an individual GaAs nanowire. A 2LO resonance profile of the GaAs nanowire agrees well with a two-phonon-scattering model, suggesting excitonic scattering. These results advance the understanding of electron-phonon coupling and exciton scattering in quasi-one-dimensional systems and in GaAs at E[subscript g], allowing for the development and optimization of nanowire optoelectronic devices

Saying the ‘F word … in the nicest possible way’: augmentative communication and discourses of disability

This paper examines a case study of a severely physically disabled man, Ralph, in terms of his interaction with his carers. He communicates using various systems of augmentative and alternative communication (AAC, such as symbol boards and high-tech devices), the vocabulary for which has mostly been selected for him by others. The starting point of the paper is the assumption that disabled people have traditionally held a disempowered position in society (relative to non-disabled people), and the question asked is to what extent is Ralph further disempowered by the limited vocabulary available to him in his AAC systems, and in the way others interact with him. The paper draws on the work of Bourdieu, according to whom ‘Language is not only an instrument of communication or even of knowledge, but also an instrument of power’ (1977, 648). I consider the tensions between the drive towards the empowerment of disabled individuals, as exemplified by the provision of AAC, and opposition to allowing access to certain types of vocabulary (especially expletives such as ‘the F word’), unless it is expressed in ‘the nicest possible way’

Enabling employability through inclusive placement learning: final report

Employability plays a significant part in most modern universities' policies and practices, with placements and work-based learning now forming a core part of the course menu. At the University of Wolverhampton employability forms a key component of its strategic plan, as do equality, diversity and inclusion. However, a graduate with a work limiting disability is less likely to have a job compared to an unqualified person with no disability (Smith, 2016) and disabled people are more likely to be unemployed than nondisabled people. While placement learning pays a key part in employability for all students, this may be even more important for disabled students. The College of Learning and Teaching (CoLT) and the Education Observatory funded an exploratory research project to investigate students’ potential barriers to a successful placement. Ninety-eight students on academic courses in the Institute of Education completed a pre-placement questionnaire, and seven participated in post-placement interviews. Staff were also invited to participate, selected for their involvement in placement learning, employability or disability support. Individual interviews and focus groups (11 staff) were conducted

Advocacy leadership and the deprofessionalising of the special educational needs co‐ordinator role

© 2022 The Authors. Published by Wiley on behalf of National Association for Special Educational Needs. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.1111/1467-8578.12449The UK government is proposing to replace M-level national award for special educational needs co-ordination training, mandated for SENCos in England, with an unaccredited national professional qualification. Such downgrading of their qualification level is intended to significantly increase the number of qualified SENCos; however, this is likely to reduce SENCos' capacity to exercise ‘advocacy leadership’ in support of students at risk of marginalization and social exclusion. We reject a neoliberal political discourse of continual improvement that neglects the need for critical literacy and research-informed inclusive practice on the part of SENCos, and suggest that endemic exclusionary practices in English schools are more likely to go unchallenged. The move towards nonaccredited SENCo status risks their deprofessionalisation, and this proposal is linked to an academisation agenda and efforts to normalize a trichotomised education system (comprising mainstream, ‘special’ and ‘alternative’ provision) by presenting such changes as an improvement.Published onlin

Personal sacrifice and corporate cultures: career progression for disabled staff in higher education

Disabled people are under-represented in higher education (HE), especially in senior posts. This article reports research on the perspectives of career progression into leadership held by disabled staff in one post-1992 university. Findings indicated that some participants were already engaged in leadership or aspired to such roles, and reported positive experiences. However, participants also experienced barriers to progression, including a lack of awareness of equality and diversity among managers and colleagues, inadequate professional development opportunities and the competitive organisational culture of management that could impact on their health and work–life balance. We conclude that disabled staff in HE do not yet have equal opportunities for progression into leadership roles compared with their non-disabled peers. There is a need for realignment of the culture of leadership and management to make it more compatible with the full inclusion of disabled staff in HE such that their unique contributions are valued

The perspectives of people with intellectual disabilities on their experience of voting in UK general elections

© 2023 The Authors. Published by Wiley for the British Institute of Learning Disabilities. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.1111/jar.13087BACKGROUND: People with intellectual disabilities' voting rate within the United Kingdom remains significantly below the population average despite government enacted voting promotion measures. No published academic literature directly involves people with intellectual disabilities when considering their UK general election experiences - this study aims to address this omission. METHODS: Semi-structured interviews were conducted with people with intellectual disabilities (N = 20) about their election experiences during the 2017 (n = 18) and 2019 (n = 8) general elections. Six participants were interviewed around both elections. Data was analysed with template analysis. RESULTS: Eight themes were produced - election information, political knowledge, political opinions, voting choice process, polling station experience, voting outcome, capacity and support. Theme interactions impacted on election experiences. CONCLUSIONS: While acknowledging diverse experiences, voting outcomes and experiences were particularly impacted by factor interactions concerning election information and/or polling station accessibility, capacity and support. Voting promotion interventions and future research should consider these areas.Published onlin

Two variable active site residues modulate response regulator phosphoryl group stability

Many signal transduction networks control their output by switching regulatory elements on or off. To synchronize biological response with environmental stimulus, switching kinetics must be faster than changes in input. Two-component regulatory systems (used for signal transduction by bacteria, archaea, and eukaryotes) switch via phosphorylation or dephosphorylation of the receiver domain in response regulator proteins. Although receiver domains share conserved active site residues and similar three-dimensional structures, rates of self-catalyzed dephosphorylation span a ≥40,000-fold range in response regulators that control diverse biological processes. For example, autodephosphorylation of the chemotaxis response regulator CheY is 640-fold faster than Spo0F, which controls sporulation. Here we demonstrate that substitutions at two variable active site positions decreased CheY autodephosphorylation up to 40-fold and increased the Spo0F rate up to 110-fold. Particular amino acids had qualitatively similar effects in different response regulators. However, mutant proteins matched to other response regulators at the two key variable positions did not always exhibit similar autodephosphorylation kinetics. Therefore, unknown factors also influence absolute rates. Understanding the effects that particular active site amino acid compositions have on autodephosphorylation rate may allow manipulation of phosphoryl group stability for useful purposes, as well as prediction of signal transduction kinetics from amino acid sequence

Integrating Behavioral Health & Primary Care in New Hampshire: A Path Forward to Sustainable Practice & Payment Transformation

New Hampshire residents face challenges with behavioral and physical health conditions and the interplay between them. National studies show the costs and the burden of illness from behavioral health conditions and co-occurring chronic health conditions that are not adequately treated in either primary care or behavioral health settings. Bringing primary health and behavioral health care together in integrated care settings can improve outcomes for both behavioral and physical health conditions. Primary care integrated behavioral health works in conjunction with specialty behavioral health providers, expanding capacity, improving access, and jointly managing the care of patients with higher levels of acuity In its work to improve the health of NH residents and create effective and cost-effective systems of care, the NH Citizens Health Initiative (Initiative) created the NH Behavioral Health Integration Learning Collaborative (BHI Learning Collaborative) in November of 2015, as a project of its Accountable Care Learning Network (NHACLN). Bringing together more than 60 organizations, including providers of all types and sizes, all of the state’s community mental health centers, all of the major private and public insurers, and government and other stakeholders, the BHI Learning Collaborative built on earlier work of a NHACLN Workgroup focused on improving care for depression and co-occurring chronic illness. The BHI Learning Collaborative design is based on the core NHACLN philosophy of “shared data and shared learning” and the importance of transparency and open conversation across all stakeholder groups. The first year of the BHI Learning Collaborative programming included shared learning on evidence-based practice for integrated behavioral health in primary care, shared data from the NH Comprehensive Healthcare Information System (NHCHIS), and work to develop sustainable payment models to replace inadequate Fee-for-Service (FFS) revenues. Provider members joined either a Project Implementation Track working on quality improvement projects to improve their levels of integration or a Listen and Learn Track for those just learning about Behavioral Health Integration (BHI). Providers in the Project Implementation Track completed a self-assessment of levels of BHI in their practice settings and committed to submit EHR-based clinical process and outcomes data to track performance on specified measures. All providers received access to unblinded NHACLN Primary Care and Behavioral Health attributed claims data from the NHCHIS for provider organizations in the NH BHI Learning Collaborative. Following up on prior work focused on developing a sustainable model for integrating care for depression and co-occurring chronic illness in primary care settings, the BHI Learning Collaborative engaged consulting experts and participants in understanding challenges in Health Information Technology and Exchange (HIT/HIE), privacy and confidentiality, and workforce adequacy. The BHI Learning Collaborative identified a sustainable payment model for integrated care of depression in primary care. In the process of vetting the payment model, the BHI Learning Collaborative also identified and explored challenges in payment for Substance Use Disorder Screening, Brief Intervention and Referral to Treatment (SBIRT). New Hampshire’s residents will benefit from a health care system where primary care and behavioral health are integrated to support the care of the whole person. New Hampshire’s current opiate epidemic accentuates the need for better screening for behavioral health issues, prevention, and treatment referral integrated into primary care. New Hampshire providers and payers are poised to move towards greater integration of behavioral health and primary care and the Initiative looks forward to continuing to support progress in supporting a path to sustainable integrated behavioral and primary care

Understanding leadership in higher education from a disability perspective

Conference paper, Presented at BELMAS conference in Reading, UK 12/07/2015. funded by the Leadership Foundation for Higher EducationThere is considerable evidence of widespread exclusion of disabled people from the labour market generally (Bebbington 2009); and in the lifelong learning sector Fullick described a situation of "widespread institutional discrimination against disabled staff" (2008:1). Furthermore, there is a lack of disabled people in senior and leadership positions in the sector. This research project explored how disabled staff in one University perceive leadership, the barriers preventing them from taking on leadership roles and how they could be supported to overcome these challenges. Many participants aspired to leadership and reported positive experiences. But many identified barriers such as the nature of their impairments, lack of appropriate support, inadequate training and development and the competitive organisational culture that could impact on their health and work-life balance. Participants felt that investment in supportive opportunities for professional development was needed, along with improved awareness of equality and diversity among managers and colleagues