Accommodating disability in higher education: a closer look at the evidence for a mainstream framework of learning support

In a recently published research article in this journal, Avramidis & Skidmore (2004) argued that it is time we placed issues of disability provision more in the context of provision for the generic student. They presented a study based on the Learning for All Questionnaire (LfAQ), which investigated certain implied issues. Findings indicated a need for improved educational provision for all students. No differences were found between disabled and non-disabled students in perceived level of needs or support for university, tutoring and lecturing systems. This null finding was the same for the learning support needs of disabled versus non-disabled students, with both groups wanting identical changes to the way the university's central learning support service responds to learning needs. These findings were taken as calling for a move away from a ‘specialist’ framework of disability provision and towards a ‘mainstream’ framework instead, in which the needs of disabled students are accommodated within improvements made in learning for all. Further, the Disabled Students' Allowance should be given over to departments in order to help fund this change in ‘institutional habitus’. In this article, four serious failings of the study and analyses are outlined. When these are addressed in a disability-theoretic reanalysis of the LfAQ data, every main finding is reversed. It is concluded that educational provisions are generally adequate. Students would welcome changes but these are more to do with increasing levels of convenience rather than learning support issues. Furthermore, the LfAQ data actually refute rather than support a mainstream framework of disability provision

Making Disability a Part of Diversity

As part of Theme I of VCU’s Quest for Distinction, our project will help improve access to the services provided by Disability Student Services (DSS) office to students with disability. Recruitment and retention of qualified disabled students will increase. These students will achieve with higher graduation rates and contribute to a productive and skilled workforce. Improving the services provided to disabled students and better retention of these students at VCU will attract faculty members with expertise or a special interest in serving the disabled. Our project will also serve Theme I of Quest by continuing to make VCU a leader among national research universities in providing all students with quality learning/living experiences focused on inquiry, discovery and innovation in a global environment. VCU will be the central partner of a vibrant and enriched urban community. The improvement of DSS at VCU will demonstrate to the surrounding community that VCU is committed to make disability a part of diversity - (Quest, Theme IV). The development of new outreach programs and the expansion of existing programs involving the community will be critical. This partnership will develop a “bridge of excellence” between the community and the university and enrich the surrounding community and the commonwealth of Virginia

The accessible electronics laboratory

The Disability Discrimination Act requires schools, universities and colleges not to discriminate against disabled students and to make reasonable adjustments. Laboratories are an integral part of all engineering courses. Therefore they have to be accessible to all students and reasonable adjustments should include making laboratories accessible and not excusing disabled students from them. Adjustments to make laboratories more accessible to disabled students generally benefit all students and staff. Making laboratories accessible increases the pool of talent that can be attracted into the engineering profession. Many disabled people have had to exercise a lot of ingenuity to cope with an inaccessible world. The engineering profession could benefit from this ingenuity

Students with dyslexia: research projects at Northumbria University

Northumbria University has about 700 registered disabled students, the majority of whom (around 58 per cent) are registered as having dyslexia and account for approximately two per cent of the total student population. Therefore dyslexic students represent the largest single group of disabled students and are those with whom most staff are likely to come into contact. The research authors were keen to ascertain whether there was a difference in academic performance between dyslexic and non-dyslexic students in respect of degree classification and assignment marks and to investigate whether dyslexic students generally felt supported in their academic studies. Research involved both qualitative and quantitative strands and the areas explored include pre expectations; general support throughout study; methods, flexibility and clarity of learning tasks, in particular assessment and levels of performance throughout and at the end of their study. This research is ongoing, however, findings have proved invaluable as a basis in the construction of good practice guidelines in dealing with the pedagogic needs of this diverse student grou

Pro Bono Collaborative: Safe Passage Through Guardianship

The PBC’s guardianship project brings together a hospital, a law firm, RWU Law students and the parents of disabled children – and helps them all

E-learning accessibility practices within higher education: a review

The 2001 Special Educational Needs and Disability Act (SENDA) made it an offence for educational institutions to discriminate against a disabled person by treating him or her less favourably than others for a reason relating to their disability. The Act covers all aspects of student services, including provision and use of electronic materials and resources. Learning technologists have therefore been charged with the responsibility of ensuring that electronic teaching materials can be accessed by disabled students. In an attempt to explore how learning technologists are developing practices to produce accessible electronic materials this paper will present a review of current accessibility practice. The review will focus on what key professionals (academics, researchers, educational developers and staff developers) within the learning technology field are saying and doing about making electronic materials and resources accessible to disabled students. Key issues that may influence the "accessibility" practices of learning technologists are highlighted; the importance of these issues for developing an understanding of "accessibility" practices is discussed and implications for future research are identifie

Providing work Placements for disabled students : a good practice guide for further and higher education institutions

"This document provides a guide to institutions’ duties in regard to work placements and offers practical advice on what institutions can do to ensure quality work placement opportunities for disabled students. It is aimed at institution staff responsible for placements: placement organisers, subject tutors and disability officers/learning support coordinators. It is not aimed at employers or students themselves" -- page 2

Students with dyslexia: research projects at Northumbria University

Northumbria University has about 700 registered disabled students, the majority of whom (around 58 per cent) are registered as having dyslexia and account for approximately two per cent of the total student population. Therefore dyslexic students represent the largest single group of disabled students and are those with whom most staff are likely to come into contact. The research authors were keen to ascertain whether there was a difference in academic performance between dyslexic and non-dyslexic students in respect of degree classification and assignment marks and to investigate whether dyslexic students generally felt supported in their academic studies. Research involved both qualitative and quantitative strands and the areas explored include pre expectations; general support throughout study; methods, flexibility and clarity of learning tasks, in particular assessment and levels of performance throughout and at the end of their study. This research is ongoing, however, findings have proved invaluable as a basis in the construction of good practice guidelines in dealing with the pedagogic needs of this diverse student grou