Embedding 'disability and access' into the geography curriculum
Authors: Treby, E., Hewitt, I. and Shah, A.
Journal: Teaching in Higher Education
Volume: 11
Issue: 4
Pages: 413-425
eISSN: 1470-1294
ISSN: 1356-2517
DOI: 10.1080/13562510600874169
Abstract:In responding to The Special Educational Needs and Disability Act (SENDA [now the Disability and Discrimination Act, Part 4]), UK universities have made significant efforts to address issues of access and inclusivity via structural changes to campus environments and developments in student support. However, little attention has been given to ensure students are well-equipped to understand issues of disability. Moreover, staff training is needed before disability issues can be successfully incorporated into the curriculum. It is essential to consider more than the practicalities of equal opportunities and rights of access alone. Despite the fact that the emerging disability philosophy embraces the social rather than medical model, the approach to managing and teaching disability issues remains rather mechanistic. A heightened awareness of disability issues can be achieved through a problem-based learning approach. However, effort is required to ensure such activities are not undertaken in isolation, given that the goal is towards inclusivity across the entire curriculum.
Source: Scopus
Embedding 'disability and access' into the geography curriculum
Authors: Treby, E., Hewitt, I. and Shah, A.
Journal: TEACHING IN HIGHER EDUCATION
Volume: 11
Issue: 4
Pages: 413-425
ISSN: 1356-2517
DOI: 10.1080/13562510600874169
Source: Web of Science (Lite)
Embedding 'disability and access' into the geography curriculum
Authors: Treby, E., Hewitt, I. and Shah, A.
Journal: Teaching in Higher Education
Volume: 11
Pages: 413-425
ISSN: 1356-2517
DOI: 10.1080/13562510600874169
Abstract:In responding to The Special Educational Needs and Disability Act (SENDA [now the Disability and Discrimination Act, Part 4]), UK universities have made significant efforts to address issues of access and inclusivity via structural changes to campus environments and developments in student support. However, little attention has been given to ensure students are well-equipped to understand issues of disability. Moreover, staff training is needed before disability issues can be successfully incorporated into the curriculum. It is essential to consider more than the practicalities of equal opportunities and rights of access alone. Despite the fact that the emerging disability philosophy embraces the social rather than medical model, the approach to managing and teaching disability issues remains rather mechanistic. A heightened awareness of disability issues can be achieved through a problem-based learning approach. However, effort is required to ensure such activities are not undertaken in isolation, given that the goal is towards inclusivity across the entire curriculum.
http://www.informaworld.com/smpp/content?content=10.1080/13562510600874169
Source: Manual