Including young people with disabilities: Assessment challenges in higher education
Including young people with disabilities: Assessment challenges in higher education
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DOI：
10.1007/s10734-006-9005-9
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发表时间：
2007-09-01
期刊：
影响因子：
5
通讯作者：
Mc Neela, Eileen
中科院分区：
文献类型：
--
作者：
Hanafin, Joan;Shevlin, Michael;Mc Neela, Eileen
在欧洲范围内，促进边缘化群体更多地参与社会已成为社会政策的基石。在爱尔兰的高等教育中，这通常涉及到有针对性地支持代表传统上因社会经济地位而被排斥的群体的个人。最近，残疾人也被纳入这一考虑。这种做法往往侧重于实际出入问题和一些技术支助。然而，访问是多方面的，必须包括教学实践的审查，（技术和个人）辅助提供，学生的参与与他们的工作量（如记录）和评估程序：实现认证水平相称的能力，这一小规模的爱尔兰研究审查了两组年轻人的经验，身体残疾和诵读困难症在两个高等教育机构。很明显，对于身体残疾和有阅读障碍的学生来说，评估做法充满了额外的限制。评估实践介导这些学生通过物理环境，对课程的评估，辅助技术的可用性和使用，并通过工作人员和学生的态度。可以得出结论，高等教育中的入学问题没有得到充分的概念化，因此未能解决身体残疾和诵读困难学生评估方面的基本问题。
Within a European context, facilitating the increased participation of marginalized groups within society has become a cornerstone of social policy. In higher education in Ireland this has generally involved the targeting for support of individuals representing groups traditionally excluded on the grounds of socio-economic status. More recently, people with disability have been included in this consideration. This approach has tended to focus on physical access issues and some technical supports. However, access is multi-faceted and must include a review of pedagogic practices, assistive provision (technological and personal), student's engagement with their workload (e.g. recording) and evaluation procedures: achieving accreditation levels commensurate with ability.This small-scale Irish study examined the experiences of two groups of young people with physical disabilities and with dyslexia in two higher education institutions. It was apparent that for students with physical disabilities and with dyslexia, assessment practices were fraught with additional limitations. Assessment practices were mediated for these students through the physical environment, the backwash effect of assessment on curriculum, the availability and use of assistive technology, and through the attitudes of staff and students. It can be concluded that access issues within higher education have been inadequately conceptualized and as a result failed to address fundamental issues around assessment for students with physical disabilities and with dyslexia.