Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
120,248
result(s) for
"Students with Disabilities"
Sort by:
Intersections of Identity and Sexual Violence on Campus
While sexual violence has been present and prevalent on campus for decades, the work of recent college student activists has made it an issue of major societal and institutional concern. This book makes an important contribution to and provides a foundation for better contextualizing and understanding sexual violence. Each chapter in this edited volume focuses on populations that are not often centered in the discourse of campus sexual violence and accounts for individuals' intersecting identities and how they interlock with larger systems of domination. Challenging dominant ideologies concerning assumptions of white women as the only victims-survivors, the racialization of aggressors, and the deleterious rape myths present in both research and practice, this book draws attention to the complexities of sexual violence on the college campus by highlighting populations that are frequently invisible in research, reporting, and practice. The book places sexual violence on campus in a historical context, centering the experiences of populations relegated to the margins, and highlighting the relationship between racism, classism, homophobia, transphobia, and other forms of domination to sexual violence. The final chapters of the book explore how critical models of intervention and prevention and a critical analysis of existing institutional policies may be implemented across college campuses to better address sexual violence for multiple populations and identities in higher education. This book will expand educators' understanding of sexual violence to inform more effective policies, procedures, practice, and research that reaches beyond preventing sexual violence and addresses the dominant systems from which sexual violence stems, in an attempt to eradicate, not just prevent, the act and the issue.
eBook
Challenges and opportunities to implementing inclusive education: a case from Nepal
This qualitative research explored the perspectives of school principals, teachers, and students with and without disabilities on implementing of inclusive education at two public secondary schools in Nepal. This article is informed to some extent by findings from a doctoral research project (Thapaliya 2018). Data were collected through semi-structured interviews and school-based observations. The findings reflect inclusionary practices were hindered by four areas of challenge: (a) environmental challenges; (b) school related challenges; (c) sociocultural related challenges; and (d) economic related challenges. The findings suggested that the modification of environmental challenges increased the provision of and revisions to curricula, pedagogy, and assessment. The implications of the study and limitations of this research were also discussed.
Journal Article
Special Education Transition Services for Students with Disabilities
This book discusses the considerable challenges students with disabilities conquer in education, varying from relationships with teachers and academics, learning resources, and everyday social situations.
eBook
Negotiating disability : disclosure and higher education
\"Disability is not always central to claims about diversity and inclusion in higher education, but should be. This collection reveals the pervasiveness of disability issues and considerations within many higher education populations and settings, from classrooms to physical environments to policy impacts on students, faculty, administrators, and staff. While disclosing one's disability and identifying shared experiences can engender moments of solidarity, the situation is always complicated by the intersecting factors of race and ethnicity, gender, sexuality, and class. With disability disclosure as a central point of departure, this collection of essays builds on scholarship that highlights the deeply rhetorical nature of disclosure and embodied movement, emphasizing disability disclosure as a complex calculus in which degrees of perceptibility are dependent on contexts, types of interactions that are unfolding, interlocutors' long- and short-term goals, disabilities, and disability experiences, and many other contingencies\"-- Provided by publisher.
Book
Academic and Social Effects of Inclusion on Students without Disabilities: A Review of the Literature
In many countries, educational practices are changing to inclusive education. Inclusive education is educating students with disabilities in general education classrooms with their peers without disabilities. If inclusive education is spreading, research needs to investigate the effects of inclusion not only for students with special needs but also for typically developing students. However, there is more research on the outcomes of inclusion for students with disabilities and less for students without disabilities in inclusive settings. Research shows academic and social gains for students with disabilities, but there is less clarity regarding the influence of inclusion on general education students. Therefore, the purpose of this review is to summarize and organize the literature on the academic and social outcomes of inclusion on students without disabilities. Academic effects of inclusion on students without disabilities are mixed, and the levels of schooling may have a differential impact on the achievement of students without disabilities. The literature indicates mostly positive or neutral effects of inclusion on the academic achievement of typically developing students in the lower grades, whereas neutral or negative influence is indicated for later grades. Additionally, students without disabilities have socially benefited from being in inclusive classrooms with students with disabilities. Mainly, the social effects of inclusion are reduction of fear, hostility, prejudice, and discrimination as well as increase of tolerance, acceptance, and understanding.
Journal Article
College Students with Disabilities
Using large-scale longitudinal data, this study sought to examine factors influencing two important student development outcomes in students with disabilities attending 4-year colleges and universities. Informed by Astin’s Input-Environment-Outcome model and the interactional model of disability, this study investigated the effect of student characteristics (i.e., disability type, gender, mother’s education level) and environmental factors (i.e., faculty encouragement and engagement in political discussion) on the development of academic ability and intellectual confidence in students’ senior year of college. The comparison between two outcome models for students with learning disabilities and those with physical or sensory disabilities provided important educational implications. Results from the multiple regression analyses revealed that both student characteristics and environmental factors significantly affect student development, accounting for students’ academic ability and intellectual confidence upon entering college. Institutional policy implications and educational interventions for college students with disabilities were also discussed.
Journal Article