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- In order to address these educational and lifelong disadvantageous outcomes, students with disability require supports for their education which are linked to rigorous proven evidence for their efficacy in promoting and achieving positive academic, social and emotional, and self-determination and life skills outcomes.
www.tandfonline.com/doi/full/10.1080/13603116.2023.2221239
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The Global Partnership for Education (GPE) studied the inclusion of students with disabilities in education sector plans in 51 countries. Seventeen of them are considering a two-pronged approach: to integrate disability in education and to invest in actions and services aimed specifically at meeting the needs of children with disabilities (GPE ...
Disability is one of the most serious barriers to education across the globe. Robbed of their right to learn, children with disabilities are often denied the chance to take part in their communities, the workforce and the decisions that most affect them.
Oct 24, 2024 · But while their role is important, they usually do not teach students directly. One solution is to have specialised special education teachers in mainstream schools. This is not just a suggestion ...
- Methods
- This depends on what support the student asks for.
- Student A
- Student B
- Student C
- Student D
- Teacher X
- Conclusions
- 1. SEN-Specific Advice
- 2. Independent Living and Study Skills Support
- 3. Formal Handover
- 4. Universities Being Proactive
- 5. Universal Design for Learning
- Limitations
The research consisted of two components. Firstly, an anonymous survey was sent out to current students at UK universities via societies and clubs dedicated to disabled students and Disability Services. This received 76 valid responses; responses which did not continue beyond the demographics questions were not included in the final total. Particip...
Only one participant identified any additional transition support they believe should be provided. More explicit support to access or attend open events, more communication between college and local university student support services to provide adequate transition. Finally, participants were asked how they believed, as educators, that universities...
Student A is an autistic student who has just finished their first year at university, having previously attended a mainstream state boarding school. They were diagnosed with autism by an educational psychologist whilst in Year 9, but was not made fully aware of their diagnosis by their family until Year 11. Whilst at school, they found that their ...
Student B is registered partially sighted and has cerebral palsy, and has just finished their second year at university, having attended an academy previously. They felt that their disabilities had minimal impact on their schooling, once reasonable adjustments were made, and particularly emphasised their positive relationship with their school’s SE...
Student C has social, emotional and mental health needs, including ADHD and complex mental health issues, and specific learning difficulties in the form of dyspraxia and ideational apraxia. They are a mature student who has just finished their first year at university, but who wishes to change degree courses for the next academic year as they found...
Student D is a student with multi-sensory impairment, being completely blind and partially deaf due to high frequency hearing loss; however, they do not personally consider themselves as partially deaf as it affects their life minimally, and primarily identify as blind. They attended an independent school throughout their secondary schooling and ha...
Teacher X is the assistant head of learning support at an independent school for student from Year 7 through to sixth form. They felt that their school is very good at supporting students with SEN, particularly in acknowledging and dealing with individual needs, due to the strong knowledge they and their colleague in the department have between the...
The results of both the surveys and the case studies showed that the transition period is seen as crucial for students with SEN and often sets the tone for the rest of their experiences in higher education. Both students and staff identified areas in which schools and universities could improve their support for helping students with SEN access hig...
Overwhelmingly, survey participants felt that their schools and colleges had not taken their special educational needs into account when advising them about applying for university. Whilst this may seem like treating students equally to those who do not have any additional needs, it is inequitable as one participant put it, because their additional...
Participants felt that some kind of support for preparing students with SEN for independent living should be introduced, expressing that they often struggle more with developing independent living and study skills than students without SEN. Student C particularly felt that this was an intervention their school made that made a significant differenc...
A significant proportion of participants identified the need for some kind of formal handover from the school to the university, to provide a joined-up dialogue and continuity of support. The format this would take varied slightly between participants: Student A suggested this could be in the form of a phone call between a key teacher at the school...
Both students and staff identified that universities are not sufficiently proactive in reaching out to their students with SEN. Survey participants frequently felt that they were left alone to arrange the help they needed themselves, and that universities would not check up on students registered with their disability services to ensure they were r...
Many respondents felt that the university learning environment was not designed with accessibility in mind, and that there are small changes that could be made that would benefit all students, but particularly those with additional needs. Survey participants gave the examples of implementing universal lecture capture, bringing together information ...
The extent to which the findings can be generalised are limited by the fact that, due to the sampling methods of distributing the student survey through university disability services and disabled student societies, there is a bias in those who responded towards those who have disclosed their special educational needs to the university and who feel...
Oct 1, 2010 · persons with disabilities receive the support required, within the general education system, to facilitate their effective education. persons with disabilities can access an...
May 7, 2019 · Students with disabilities face substantially increased rates of abuse and restraint in schools. As an education and disability advocate seeking to change that, I frequently...
