Embedding 'disability and access' into the geography curriculum

This source preferred by Iain Hewitt

Authors: Treby, E., Hewitt, I. and Shah, A.

http://www.informaworld.com/smpp/content?content=10.1080/13562510600874169

Journal: Teaching in Higher Education

Volume: 11

Pages: 413-425

ISSN: 1356-2517

DOI: 10.1080/13562510600874169

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.

This data was imported from Scopus:

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

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.

This data was imported from Web of Science (Lite):

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

The data on this page was last updated at 04:53 on December 15, 2018.