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Author: WP Wahl Publisher: Taylor & Francis ISBN: 1000912957 Category : Education Languages : en Pages : 241
Book Description
This book defines and examines the needs of the marginalized student and presents a theoretically grounded model to guide institutions of higher education toward developing new and more effective programmatic responses. Taking the implementational experience of the University of the Free State (UFS) in Bloemfontein, South Africa, as a case study, it investigates the experience of students who present problems of learning and inadequate preparation for sustained performance, including learning disabilities, lack of study skills, motivational factors, and cultural support systems. Further, it identifies the pressure for institutions to be responsive to social and political pressures to accommodate the needs of students previously excluded from participation in higher educational or vocational training opportunities. In addressing this timely area of development, the authors formulate a unique conceptual foundation for the consideration of a new paradigm, based on cognitive and biosocial theories: those of the theory of structural cognitive modifiability and mediated learning experience and of Feuerstein and Bronfenbrenner’s ecosystem structural orientation. Innovative, applicational, and optimistic in nature, this book will appeal to scholars, researchers, administrators, and postgraduate level students working across the fields of higher education, educational psychology, and student counseling.
Author: WP Wahl Publisher: Taylor & Francis ISBN: 1000912957 Category : Education Languages : en Pages : 241
Book Description
This book defines and examines the needs of the marginalized student and presents a theoretically grounded model to guide institutions of higher education toward developing new and more effective programmatic responses. Taking the implementational experience of the University of the Free State (UFS) in Bloemfontein, South Africa, as a case study, it investigates the experience of students who present problems of learning and inadequate preparation for sustained performance, including learning disabilities, lack of study skills, motivational factors, and cultural support systems. Further, it identifies the pressure for institutions to be responsive to social and political pressures to accommodate the needs of students previously excluded from participation in higher educational or vocational training opportunities. In addressing this timely area of development, the authors formulate a unique conceptual foundation for the consideration of a new paradigm, based on cognitive and biosocial theories: those of the theory of structural cognitive modifiability and mediated learning experience and of Feuerstein and Bronfenbrenner’s ecosystem structural orientation. Innovative, applicational, and optimistic in nature, this book will appeal to scholars, researchers, administrators, and postgraduate level students working across the fields of higher education, educational psychology, and student counseling.
Author: Jay Dolmage Publisher: University of Michigan Press ISBN: 047205371X Category : Education Languages : en Pages : 255
Book Description
Places notions of disability at the center of higher education and argues that inclusiveness allows for a better education for everyone
Author: Karen A. Myers Publisher: John Wiley & Sons ISBN: 1118846036 Category : Education Languages : en Pages : 135
Book Description
Here is an overview of students with disabilities in postsecondary institutions and the importance of allies in their lives. It is a call to action for faculty, staff, and administrators in all facets of higher education, and emphasizes the shared responsibility toward students with disabilities and toward creating meaningful change. This monograph begins with a look into the future of disability education. How will students create their own identities? Will there be a need for disability accommodations or will a universally designed world eliminate that current necessity? It also looks at the past, with discussions of disability legislation such as the ADA of 1990, the impact of Supreme Court decisions, descriptions of college students with disabilities, and the paradigm shift from the medical “deficit” model of disability to one that focuses on the individual’s lived experience as a social construct. Drawing on theoretical frameworks in multiple disciplines, disability identity development is explained, ally development is defined, and disability services are explored. The monograph ends with a discussion of where disability education is now and how faculty, staff, and administrators will continue to be allies of inclusion for students in the years to come. This is the 5th issue of the 39th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author: Jose W. Lalas Publisher: Emerald Group Publishing ISBN: 1839827947 Category : Education Languages : en Pages : 320
Book Description
While the issue of advancing equity occupies the pages of many education journals across the world and pursuing it in schools and classrooms is a common instructional goal, there is an obvious absence of established school policies combined with pedagogies on how to achieve educational equity.
Author: Santosh Khadka Publisher: Routledge ISBN: 1351067133 Category : Education Languages : en Pages : 362
Book Description
This book features theorized narratives from academics who inhabit marginalized identity positions, including, among others, academics with non-normative genders, sexualities, and relationships; nontenured faculty; racial and ethnic minorities; scholars with HIV, depression and anxiety, and other disabilities; immigrants and international students; and poor and working-class faculty and students. The chapters in this volume explore the ways in which marginalized identities fundamentally shape and impact the academic experience; thus, the contributors in this collection demonstrate how academic outsiderism works both within the confines of their college or university systems, and a broader matrix of community, state, and international relations. With an emphasis on the inherent intersectionality of identity positions, this book addresses the broad matrix of ways academics navigate their particular locations as marginalized subjects.
Author: Leroy Baker Publisher: ISBN: Category : Languages : en Pages :
Book Description
This dissertation examines the experiences of Black undergraduate and graduate students with disabilities enrolled at the University of Toronto, Canada. The study employs an intersectional framework to explore the experiences of twelve Black students in relation to interpretive categories of Blackness and disability in this university setting. Using interpretive sociology, critical Black and disability studies theories, my study illuminates the ways students navigate the everyday complexities of Blackness and disability in University life. In employing qualitative methodology, this study investigates the University of Toronto's disability accommodation policies, practices and procedures that organize the lives of Black disabled students. In essence, my study addresses marginalization by mapping the University's bureaucratic practices influencing students' academic progress. In relation to this mapping, the dissertation explores how Black disabled students navigate their experiences in accessing the bureaucratic ordering of accommodation and how this influences their academic endeavours. This critical analysis reveals that the University of Toronto is failing Black disabled students through its disability accommodation policies and practices. It also indicates that the marginalization of Black disabled students is normalized through the routine orders of accommodation processes. Ultimately, this study shows how categories of "Blackness" and "disability" act to circumscribe educational opportunities for students with disabilities. These categories are typically informed by anti-Blackness and the bio-medical versions of disability generating "individual lack," which conceals the complex ways hierarchies of power are enabled by the social construction of normalcy. My aim is to raise a collective awareness of anti-Blackness in negotiating equity in educational opportunities in universities for students with disabilities. The study concludes by discussing how the impact of colonialism and structural inequities within accounts of Blackness and disability continue to produce injustice in university settings.
Author: Huffman, Stephanie P. Publisher: IGI Global ISBN: 1668438216 Category : Education Languages : en Pages : 462
Book Description
In recent years, gaps in college opportunities have contributed to diminished social mobility and are influenced by disparities in collegiate experiences. An integral part of the mission of colleges and universities is to advance student achievement and prepare students for a global society by fostering educational excellence and ensuring equal access. In order to provide equal educational opportunities, further study on the best practices to create a diverse and welcoming campus community for all faculty and students is required. The Handbook of Research on Opening Pathways for Marginalized Individuals in Higher Education examines specific case studies and stories from the field, analyzes the research breadth for supporting the creation of policies to foster equitable educational access, and studies higher education inclusive policies that promote leadership, social justice, and the health and well-being of faculty and students. The book also helps to alleviate and remedy issues of “historical privilege” with a lens on diversity and support through the creation of inclusive communities of equitable educational access. Covering a range of topics such as social justice, accessibility, and healthy student interactions, this reference work is ideal for academicians, researchers, scholars, practitioners, instructors, and students.
Author: Anies Al-Hroub Publisher: Frontiers Media SA ISBN: 2832537375 Category : Science Languages : en Pages : 292
Book Description
There is evidence that the global COVID-19 crisis is exacerbating existing inequalities and marginalization of vulnerable groups, including exceptional learners, stateless, street, migrant, and refugee children and youths, and the limited use of frameworks of emergency planning with and for marginalized and at-risk individuals. These challenges are multi-sectoral and intersecting, and they require multi- and interdisciplinary interventions to inform inclusive responses. These issues include being at a greater risk of excluding vulnerable learners from gaining access to equitable education (online/remote and blended education). Intersecting forms of discrimination such as gender, socioeconomic and legal status further exacerbate the problem. This has alerted us to examine the living conditions of marginalized and vulnerable populations around the globe, and to reveal their experiences, problems, and needs from an educational perspective, thus bringing insights into their vulnerabilities during the pandemic.
Author: Jaimie Hoffman Publisher: Emerald Group Publishing ISBN: 178756052X Category : Education Languages : en Pages : 200
Book Description
This volume provides educators with a global understanding of the challenges associated with the growing diversity of student identities in higher education, and it provides evidence-based strategies for addressing the challenges associated with implementing equity and inclusion at different higher education institutions around the world.
Author: WP Wahl
Author: WP Wahl
Author: Jay Dolmage
Author: Karen A. Myers
Author: Jose W. Lalas
Author: Santosh Khadka
Author: Leroy Baker
Author: Huffman, Stephanie P.
Author: Anies Al-Hroub
Author: Jaimie Hoffman
Author: Cynthia Gomez