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Book part
Publication date: 26 November 2019

Eugene F. Asola and Samuel R. Hodge

The percentage of North Americans who have one or more physical disabilities continues to rise. Specifically, the percentage of people with ambulatory disabilities, cognitive…

Abstract

The percentage of North Americans who have one or more physical disabilities continues to rise. Specifically, the percentage of people with ambulatory disabilities, cognitive disabilities, and other health impairments is increasing every year. This phenomenon calls for pragmatic measures to help provide better transition and related services to students with physical disabilities and other health impairments. It is anticipated that well-planned collaborative transition services provided to students with physical disabilities and other health impairments will result in improved quality of life and independent living in the community. In this chapter, we discuss transition and transition-related services, supporting legislation for persons with disabilities, transition from rehabilitation centers and hospitals to job settings and community-based programs.

Details

Special Education Transition Services for Students with Disabilities
Type: Book
ISBN: 978-1-83867-977-4

Keywords

Book part
Publication date: 24 October 2016

Eugene F. Asola and Festus E. Obiakor

The kinds of disabilities people experience frequently require “special” approaches to accommodate them in inclusive environments. In general, these people include students with

Abstract

The kinds of disabilities people experience frequently require “special” approaches to accommodate them in inclusive environments. In general, these people include students with physical disabilities and other health impairments. In a bid to provide diverse educational services for these students, scholars, educators, and government agencies have advocated for educational provisions in inclusive environments. A logical extension is that physical education classes can be taught in inclusive classrooms. The question is: How do we provide inclusive programs for students with physical disabilities and health impairments? This chapter answers this question by providing pedagogical strategies and opportunities for collaborative ventures for all professionals who work with students with physical disabilities and other health impairments.

Details

General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities
Type: Book
ISBN: 978-1-78635-541-6

Keywords

Book part
Publication date: 2 February 2023

Eugene Asola, Matthew Grant and Samuel R. Hodge

In this chapter, we discuss the use of technology to enhance learning for students with physical disabilities and other health impairments. In recent years, there has been…

Abstract

In this chapter, we discuss the use of technology to enhance learning for students with physical disabilities and other health impairments. In recent years, there has been significant growth in numbers, diversity, and academic orientation of persons with physical disabilities and other health impairments; therefore, it is incumbent on special educators to adopt and use appropriate emerging innovative technology to enhance student learning. Impactful laws (Americans with Disabilities Act [ADA], Every Student Succeeds Act, Individuals with Disability Education Act, and Title II of ADA) provide impetus for advancing the policies on the use of technology by students with physical disabilities and other health impairments in the United States. The International Society for Technology in Education (ISTE) Standards also guide the development of educators' digital literacies and pedagogical practices that will harness technology for student learning. This chapter is organized around the ISTE Standards, US Department of Education policies, and the use of technology to aid students with physical disabilities and other health impairments.

Details

Using Technology to Enhance Special Education
Type: Book
ISBN: 978-1-80262-651-3

Keywords

Book part
Publication date: 11 August 2021

Eugene F. Asola and Samuel R. Hodge

In this chapter, we discuss health-related physical fitness and motor development assessments for students with physical disabilities or other health impairments in special…

Abstract

In this chapter, we discuss health-related physical fitness and motor development assessments for students with physical disabilities or other health impairments in special education using traditional and innovative techniques. Traditional assessment techniques are those that are more standardized and formalized, while innovative assessment techniques refer to new variations or ways (alternative/authentic) to assess the abilities of students with physical disabilities and other health impairments. According to the United States Department of Education (2009), students with disabilities must be included in State and local assessments. Even though there has been significant growth in numbers, diversity and academic orientation of persons with physical disabilities, assessments practices have largely remained the same over the years. Adopting innovative pedagogies and emerging innovative assessment techniques may address some unmet needs of current students with disabilities faced with assessment biases.

Details

Traditional and Innovative Assessment Techniques for Students with Disabilities
Type: Book
ISBN: 978-1-83909-890-1

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Book part
Publication date: 5 June 2018

Sunday O. Obi

Students with physical and health impairments represent a small but growing group of individuals with diverse educational needs. They are those students whose physical limitations…

Abstract

Students with physical and health impairments represent a small but growing group of individuals with diverse educational needs. They are those students whose physical limitations or health problems interfere with school attendance or learning to such an extent that special services, training, equipment, materials, or facilities are required. Therefore, the purpose of this chapter is to discuss some of these impairments and acquaint both general and special educators with interventions for helping students with physical and health impairments succeed.

Details

Viewpoints on Interventions for Learners with Disabilities
Type: Book
ISBN: 978-1-78743-089-1

Keywords

Article
Publication date: 30 January 2020

Bradley James Mays and Melissa Anne Brevetti

Researchers examine the new landscape of higher education, which is changing and evolving in the twenty-first century, as many non-traditional students, especially learners with

Abstract

Purpose

Researchers examine the new landscape of higher education, which is changing and evolving in the twenty-first century, as many non-traditional students, especially learners with physical disabilities, are “knocking on the door of higher education” (Harbour and Madaus, 2011, p. 1). Students with physical disabilities must decide how they desire to become engaged (or not) in campus life. This study also provides a theoretical lens of the moral responsibility of the multicultural academic community. Thus, the purpose of this study is to present findings that indicate gaining insight into the isolation, stigma and advocacy of these students’ lived experiences will require openness for inclusive practices to uplift all students with goals of graduation and employment.

Design/methodology/approach

This research investigation includes the process of discovery being analyzed and interpreted through participants’ narratives as a rigorous act of coding, imagination and logic to aggregate findings. To elicit the findings most effectively, transcendental phenomenology is the specific qualitative approach chosen for this study.

Findings

This study includes critical findings that indicate gaining insight into the isolation, stigma and advocacy of these students’ lived educative experiences. Concerns regarding communication and support are emphasized through the participants in the findings.

Research limitations/implications

A core limitation would be that this study takes places without regard for historical lived experiences.

Social implications

Implications exist for this new landscape of Higher Education, as we work beyond the gates of higher education for real-change and social progress. We need to learn about others (non-traditional students) while working toward multicultural competence that should be modeled in academic spaces to impart this knowledge to students to impart into broad society. Let us remember the growth that happens when social support exists, because each person has a value and role in society so that we live together and support each other in lessons of self-empowerment

Originality/value

This is an original study about learners with physical disabilities and the moral issues of how to create an inclusive, multicultural environment in higher education.

Book part
Publication date: 17 September 2018

Ana Lúcia Manrique and Geraldo Eustáquio Moreira

Few people with special educational needs (SEN) had access to higher education in Brazil until the 1980s, mainly due to their lack of access to basic education and a lack of…

Abstract

Few people with special educational needs (SEN) had access to higher education in Brazil until the 1980s, mainly due to their lack of access to basic education and a lack of specific public policies for this population. It was only in 2003 that the Brazilian government implemented strategies for the dissemination of the factors referring to inclusive education. The objective was one of the support for the transformation of educational systems into inclusive educational systems. As these policies are recent; few studies have been carried out in Brazil. According to Brazilian statistical data, the number of enrollments connected to special education in regular basic education classes, in 2015, was almost 751,000 students, while in higher education in diverse graduation courses the number was 38,000. In this sense, this chapter aims to unveil and discuss Brazilian public policies for the access and permanence of SEN students in higher education. Reflections will also be presented related to the evolution of the number of enrollments of students with specific SEN (visual, physical, hearing, and intellectual) in basic and higher education, as well as the implementation of public policies focused on this population in a Brazilian context.

Details

Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-056-7

Keywords

Book part
Publication date: 16 September 2014

Kullaya Kosuwan, Yuwadee Viriyangkura and Mark E. Swerdlik

The field of special education in Thailand is still in its infancy. This chapter provides a retrospect on special education in Thailand reflecting societal attitudes toward people…

Abstract

The field of special education in Thailand is still in its infancy. This chapter provides a retrospect on special education in Thailand reflecting societal attitudes toward people with disabilities from the past to present. It also provides a list of factors impacting this population and members of the community who are involved with their lives. Special education law, definitions of various disability categories, types of educational settings, as well as issues and challenges in the field are discussed. A critical analysis of special education teacher preparation is also provided. Finally, recommendations and conclusions are offered.

Details

Special Education International Perspectives: Practices Across the Globe
Type: Book
ISBN: 978-1-78441-096-4

Article
Publication date: 10 November 2023

Reuel Johnmark Dakung, Robin Bell, Laura Aseru Orobia, Kasmwakat Reuel Dakung and Lemun Nuhu Yatu

This study examines the relationship between entrepreneurial passion, entrepreneurial support programs and entrepreneurial intention, and the moderating role of entrepreneurial…

Abstract

Purpose

This study examines the relationship between entrepreneurial passion, entrepreneurial support programs and entrepreneurial intention, and the moderating role of entrepreneurial support programs in the relationship between entrepreneurial passion and entrepreneurial intention, among students with physical disabilities in Nigerian tertiary institutions.

Design/methodology/approach

This study used a closed-ended questionnaire survey, composed of previously validated scales, to sample 209 students with physical disabilities at tertiary institutions in Nigeria. Hierarchal regression was performed to assess the relationships between the variables and test the hypotheses.

Findings

Both entrepreneurial passion and entrepreneurial support programs were found to be significantly positively related to entrepreneurial intention, and entrepreneurial support programs also moderated the relationship between entrepreneurial passion and entrepreneurial intention.

Research limitations/implications

This research paper identifies that developing entrepreneurial passion and providing accessible and inclusive entrepreneurial support programs are valuable in supporting and facilitating a passage into entrepreneurship for those with disabilities.

Originality/value

This research paper addresses calls for further understanding of how those with disabilities can be supported into entrepreneurship, by identifying supporting factors. The research paper provides further understanding of the entrepreneurial passion and intention nexus by exploring the relationship within those with a physical disability, where significant barriers exist and within a developing country context where entrepreneurship might be a necessity rather than driven by passion.

Details

Journal of Small Business and Enterprise Development, vol. 30 no. 7
Type: Research Article
ISSN: 1462-6004

Keywords

Book part
Publication date: 30 July 2014

Emily C. Bouck and Sara Flanagan

The chapter Technological Advances in Special Education provides information on advances of technology and how such technological advances have influenced students with

Abstract

The chapter Technological Advances in Special Education provides information on advances of technology and how such technological advances have influenced students with disabilities and special education across the globe. The chapter presents technological advances that benefited students with disabilities in developed countries as well as potential technologies to support students with disabilities in developing countries. The scant exiting literature on developing countries suggests some universal themes regarding technology for students with disabilities including access and training. Additional attention and research is needed on assistive technology to support students with disabilities in both developed and developing countries, with recognition that what works is developed counties may not work in developing.

Details

Special Education International Perspectives: Biopsychosocial, Cultural, and Disability Aspects
Type: Book
ISBN: 978-1-78441-045-2

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