Home About us Contact
|
Home About us Contact | ||
|
|
||
Disabled Students (disabled + student)
Selected AbstractsAutonomy of Artistic Expression for Adult Learners with DisabilitiesINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 2 2008Graham C. Young When an art tutor adopts the role of assistant to a disabled artist it is difficult not to move from helping with the physical handling of materials on the one hand into the actual creative process on the other, thus influencing how the artwork looks. Ecas is an Edinburgh-based charity which promotes opportunities for physically disabled people to be self-fulfilled and to participate in all aspects of society. They run, among other things, traditional art classes and computer classes. The use of computer technology (CT) in art seemed to offer the chance for self-fulfilment for disabled artists by increasing control over artistic choices and providing for self expression with only minimal assistance required from others. Ecas decided to fund a research project in the form of a ten-week pilot course and the data collected during the trial confirmed these possibilities and it was clear that adult learners with disabilities could benefit from CT in order to have greater autonomy in the creation of their art than before. In particular the program Corel Painter IX.5 and various graphics tablets proved to be a powerful arsenal for self-expression without having to wait for a tutor to tape paper to a board, replenish paint, change brushes attached to a head pointer or any one of the many and varied problems disabled students had with traditional art materials. [source] Computer-assisted teaching and assessment of disabled students in higher education: the interface between academic standards and disability rightsJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2007O. Konur Abstract, Computer-assisted teaching and assessment has become a regular feature across many areas of the curriculum in higher education courses around the world in recent years. This development has resulted in the ,digital divide' between disabled students and their nondisabled peers regarding their participation in computer-assisted courses. However, there has been a long-standing practice to ensure that disabled students could participate in these courses with a set of disability adjustments that are in line with their learning modalities under the headings of presentation format, response format, timing, and setting adjustments. Additionally, there has been a set of supporting antidiscriminatory disability laws around the world to avoid such divide between disabled students and their nondisabled peers. However, following a successful pre cedent in Davis v. Southeastern Community College (1979), the opponents of disability rights have consistently argued that making disability adjustments for disabled students to participate in computer-assisted courses would undermine academic and professional standards and these laws have resulted in a ,culture of fear' among the staff. This paper challenges such myths and argues, based on a systematic review of four major antidiscriminatory laws, that universities have full academic freedom to set the academic standards of their computer-assisted courses despite the introduction of such laws and that there has been no grounds for the perceived culture of fear about the consequences of the participation of disabled students in computer-assisted courses. [source] The Effectiveness of a Color-Coded, Onset-Rime Decoding Intervention with First-Grade Students at Serious Risk for Reading DisabilitiesLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 1 2009Sara J. HinesArticle first published online: 3 FEB 200 This study was an investigation into the effectiveness of a color-coded, onset-rime,based decoding intervention with first-graders at serious risk for reading disabilities using a single-subject multiple probe design. Students increased their ability to decode instructional words on average 73% over baseline. For novel words from instructed rime patterns, scores increased by an average of 56%. Transfer at the vowel level to uninstructed rime patterns was limited, with scores improving by an average of 29%. Students maintained decoding gains at 1-week and 1-month maintenance. While acknowledging the difficulty in predicting reading disabilities based on first-grade performance, the effectiveness of the early intervention is a promising step in finding an instructional approach that is successful with the most at risk or disabled students who often do not respond to effective remedial programs. [source] | ||||||||||