Barriers and facilitators affecting course completions by apprentices and trainees with disabilities (original) (raw)
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?
Vocational education and training and people with a disability: a review of the research
2008
This work has been produced by the National Centre for Vocational Education Research (NCVER) under the National Vocational Education and Training Research and Evaluation (NVETRE) Program, which is coordinated and managed by NCVER on behalf of the Australian Government and state and territory governments. Funding is provided through the Department of Education, Employment and Workplace Relations. Apart from any use permitted under the Copyright Act 1968, no part of this publication may be reproduced by any process without written permission. Requests should be made to NCVER. The NVETRE program is based upon priorities approved by ministers with responsibility for vocational education and training (VET). This research aims to improve policy and practice in the VET sector. For further information about the program go to the NCVER website http://www.ncver.edu.au. The author/project team was funded to undertake this research via a grant under the NVETRE program. These grants are awarded to organisations through a competitive process, in which NCVER does not participate. The views and opinions expressed in this document are those of the author/project team and do not necessarily reflect the views of the Australian Government, state and territory governments or NCVER.
Supporting disabled students in practice: A tripartite approach
Nurse Education in Practice, 2010
Universities are required to make reasonable adjustments for disabled students. For providers of professional courses, in this case pre-registration nursing, this requirement is perceived to pose significant challenges. In part this is due to the nature of the course, where practice learning is a central component and therefore clinical hands-on experience of the care of patients/clients is an absolute requirement. Concerns around the ability of disabled students' to meet the programme requirements have been expressed. This article describes the co-development of a six-phase tripartite model that provides a supportive framework for disabled student nurses in the practice environment. A brief overview of the literature will be given and a single case study will be used to demonstrate the model in action. The development of broad partnership working between the Practice Learning Team, The Disability Service and the Student Placement Facilitator, taking a student centric approach, is outlined. Finally, the process by which a critical knowledge base, on which decisions around reasonable adjustment can be made is discussed.
Access to the Curriculum for Students With Disabilities
2019
This paper presents the findings of a study which examined students with disabilities' access to curricula at a higher education institution in Lesotho. Method: Data for this qualitative study were collected using three methods: in-depth interviews, focus group discussions and document analysis. Eleven students with various types of impairments and 15 academic and non-academic staff members currently working in close proximity to students with disabilities participated in this study. Results: The findings reveal inconsistencies between the institution's admission policy of nondiscrimination according to disability status and its practices. These inconsistencies are discussed under the following themes: (1) access at admission level, (2) management of disability data, (3) support by the special education unit, (4) teaching strategies, (5) support by lecturers, (6) availability of assistive technology, (7) special concessions and (8) students' coping mechanisms. Conclusion: We recommend that a clear policy concerning the support of students with disabilities be developed with the following aims: guide decisions on how disability data should be used, define roles that different university departments must play in facilitating access to curricula for all students, influence suitable development of teaching and learning resources, stimulate research on success and completion rates of students with disabilities and mandate restructuring of programmes that are currently inaccessible to students with disabilities. Key stakeholders, including students with disabilities, disabled persons' organisations, disability rights activists, and staff should be involved in such policy design.