Barriers and facilitators affecting course completions by apprentices and trainees with disabilities (original) (raw)
Related papers
The participation of students with disabilities in higher education, AHEAD 2013
Complaints regarding Reasonable Accommodations received in 2014 This year AHEAD received an unusually high number of complaints from parents of candidates with dyspraxia who had been refused the use of scribes in the Leaving Certificate examination. All of these candidates met the criteria outlined by the SEC, they provided reports from occupational therapists identifying difficulties experienced by candidates including recommendations for accommodations such as a scribe. Many of these requests were refused and furthermore the difficulties for the candidates were compounded by the fact that the final decision arrived days prior to the start of the examination. This made the putting in place of alternative supports impossible. In some cases the students were given the option of using a tape recorder or a computer, but these recommendations are totally unrealistic given the timeframe and the lack of training for the candidates in using such devices. This situation is unacceptable to s...
Educating Students With Disabilities: Are We Doing Enough
the creation of an electronic database or network for educators to share ideas and resources for accommodating the learning needs of SWDs. Discussion and Conclusions. Over the past 2 decades, physical therapy educators have had intermittent conversations regarding the challenges associated with educating SWDs. We believe that it is time to be more proactive and develop mechanisms for collecting valid data regarding SWDs, standardize the essential functions/technical standards that we expect students to perform, and share ideas and resources for accommodating those students who have a desire to pursue a career in physical therapy, despite the presence of a disability. As a profession that is dedicated to promoting opportunities for people with disabilities, we believe that PT educators can and should provide a successful model for other health professions to follow.
Barriers to Learning - the DISABLED student perspective for enhancing pedagogical practice.
Red guides paper 3, 2007
Red Guides address educational and staff development issues within Higher Education and are aimed at colleagues within the University and at other institutions. Some describe current good practice in Higher education, others evaluate and/or comment on curriculum development and many provide ideas for teaching. All are meant to stimulate discussion, initiate action and implement change.
2000
and Susan Cano. We'd like to acknowledge a number of Vermont educational programs that graciously participated as field test sites, including schools in Barnet, Windsor Northwest Supervisory Union, Essex Town, Rutland and Milton. Trinity College and the Community College of Vermont also served as primary field test sites: We also wish to thank members of our Advisory Council, colleagues, school staff, and families throughout the United States; thank you for your ideas and support. Finally, we wish to extend a special thanks to Christina LeBeau, our project support partner, for her many hours of work putting this curriculum together and to Michaella Collins for her layout and design work. BE37 COPY AVAffILA 5 Philosophical Foundation The philosophical foundation for this training is based on the recognition that creating inclusive classrooms for students with disabilities requires personnel, including paraeducators, to acquire different skills, attitudes, values and knowledge that explicitly pertain to the context of general education. Inclusive settings require personnel to take on a variety of new roles as well as engaging in collaboration and o o BEM' COPY AVAILABLE 1 article, Developing a Shared Understanding: Paraeducator Supports for Students with Disabilities in General Education (Giangreco et al. 1999). This document (see Unit 1) lists a set of statements that reflect the shared understanding of the authors regarding paraeducator supports for students with disabilities in general education classes. 9 2 Intended Audience This curriculum is intended for use by: (a) paraeducators working with students with disabilities in inclusive educational and community settings; (b) their cooperating teachers or mentors (e.g., classroom teachers, special educators); and (c) staff development personnel. It is meant to address the initial training needs of paraeducators and their cooperating teachers working with students across the age span and is generically applicable for those working with students who have various types of disabilities. The curriculum is primarily geared toward use in general education schools and classrooms, although the content is also applicable to community or employment settings where people with disabilities are included with people who do not have disabilities. The required readings and varied formats contribute to its potential use in urban, suburban, rural, and remote areas. But, like any training program, it should be tailored to meet local conditions. Because this program is designed for national dissemination, specific state or local regulations, policies, and procedures are not included. The instructor or sponsoring agency should try to supplement the program with any necessary information specific to local situations.
Journal of Vocational Rehabilitation
This paper presents an amalgamation of three sequential research projects conducted by EDGE Employment Solutions over the past decade. The first project, commenced in 1999, was a local initiative to increase the number of apprentices and trainees with disability being supported by EDGE. The completion rate for participants in this project was equivalent to that of people without disability undertaking apprenticeships and traineeships in Australia. However, it was found that Group Training Organisations, who hire apprentices and trainees to then place them with different employers, did not have the necessary skills or resources to place and support people with disability. To fill this gap, the second research project, undertaken in 2002, surveyed all 180 Group Training Organisations operating in Australia. This was followed by a site visit of six GTOs who were most successful in their disability efforts, to discern best practice in placing and supporting apprentices and trainees with disability. The third research project, which built on the findings of the previous two projects, was initiated in 2003 and enlisted 20 Group Training Organisations and 20 Disability Employment Services from around Australia to form partnerships to capitalise on their complementary expertise and resources. Apprenticeship and traineeship completion rates for participants in the third project surpassed those for people without disability in
Tijdschrift voor Genderstudies
This roundtable aims to stimulate thinking about disability in compulsory and post-compulsory educational settings. To that end, the editors of this special issue invited three experts with professional and personal experience in this area to share their opinions about what inclusion and accessibility means to them via an email conversation. What might an inclusive and fully accessible classroom look like? And what role can institutions, educators, and students play in making educational spaces places of belonging in which everyone can thrive?