Supporting Tertiary Students with Disabilities: Individualised and Institution-Level Approaches in Practice. Research Report

Autor/inn/en	Fossey, Ellie; Chaffey, Lisa; Venville, Annie; Ennals, Priscilla; Douglas, Jacinta; Bigby, Christine
Institution	National Centre for Vocational Education Research
Titel	Supporting Tertiary Students with Disabilities: Individualised and Institution-Level Approaches in Practice. Research Report
Quelle	(2015), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-925173-32-1
Schlagwörter	College Students; Disabilities; Mental Disorders; Student Needs; Educational Legislation; Federal Legislation; Equal Education; Teacher Competencies; Teaching Methods; Vocational Education; Higher Education; College Faculty; Individualized Instruction; Academic Accommodations (Disabilities); Best Practices; Academic Support Services; Foreign Countries; Semi Structured Interviews; Australia + Suchen Sie Ihr Suchwort? Collegestudent; Handicap; Behinderung; Mental illness; Geisteskrankheit; Bildungsrecht; Schulgesetz; Bundesrecht; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Berufsbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Individualisierender Unterricht; Ausland; Australien
Abstract	This research explores the complex factors affecting the implementation of learning supports for students with disabilities or ongoing health conditions. It focuses on two types of learning support: (1) individualised reasonable adjustments; and (2) institution-level learning supports, the latter being available to all students. These supports can play an important role in improving outcomes for students with disabilities or ongoing health conditions in terms of their engagement with, and completion of, tertiary education. This report investigates the provision of supports for students with disabilities in tertiary education from the viewpoints of three key stakeholder groups: tertiary students with disabilities or ongoing ill health; specialist disability services staff; and teaching staff with course or curriculum leadership roles. Qualitative interviews were conducted with 25 current students with disabilities, seven specialist disability services staff and three course leaders in two tertiary education institutions: one vocational education and training (VET) institute and one university. The interviews explored the following topics: the kinds of individualised reasonable adjustments offered to these students and the factors influencing their implementation and perceived usefulness; and the institution-level learning supports considered useful in supporting these students. The following is appended: Phase one interview guides. [For the related document, "Supporting Tertiary Students with a Disability or Mental Illness. Good Practice Guide," see ED561749.] (ERIC).
Anmerkungen	National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01