Going beyond our limits: Issues for able and disabled students
Going beyond our limits: Issues for able and disabled students
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DOI：
10.1080/03098260601033134
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发表时间：
2007-01-01
影响因子：
2.1
通讯作者：
Clark, Gordon
中科院分区：
文献类型：
--
作者：
Clark, Gordon
我们都有我们认为是我们的极限我们认为我们无法超越的能力程度或我们认为我们无法掌握的技能。声称我们每个人都能做我们下定决心要做的任何事情是愚蠢的。但上大学实际上是为了超越我们所感知的极限。这种进步的“燃料”可以来自你自己：自信，自信，或者只是愿意尽你最大的努力。敌人是宿命论的观念，即一个人的能力是固定的;一个人天生聪明或不聪明;几乎无法改变这一点（Dweck，1999）。好的教学会给学生灌输一种意识，即成就不是预先确定的，而是灵活的（Yorke & Knight，2004）。让所有的学生相信他们可以有所作为是很重要的。另一个“原动力”的来源是你的同学。你的班级或辅导组由很少与你直接竞争的人组成。集体工作（在允许的情况下）使每个人都能接触到整个团队的技能和想法（好的和坏的）。事实上，与其他学生有效合作的能力是许多地理系试图培养学生的一项技能，也是许多雇主所看重的。根据适用于所有地理系的地理基准声明，学生应掌握处理“人际关系的关键技能，包括与团体/团队合作，认识和尊重他人的观点”（质量保证局，2000年）。最后，大学不再是（如果曾经是的话）要求每个人都以同样的方式学习的机构。1995年通过的《残疾人歧视法》和《特殊教育需要和残疾人法》是促使人们认识到不同学生有不同需求的一个主要因素，大学有义务满足这些需求。
We all have what we may think of as our limits—degrees of competence we believe we cannot go beyond or skills we think we cannot master. It would be foolish to claim that each of us is capable of anything and everything to which we set our minds. But going to university is really about progressing beyond our perceived limits. The ‘fuel’for this progress can come from yourself: self-confidence, self-belief or just a willingness to give it your best shot. The enemy is the fatalistic notion that one’s abilities are fixed; that one is naturally bright or not; and that little can be done to change this (Dweck, 1999). Good teaching instils in students a sense that achievement is not predetermined but flexible (Yorke & Knight, 2004). It is important for all students to believe that they can make a difference.Another source of ‘motive power’is your fellow students. Your class or tutorial group comprises people who are rarely in direct competition with you. Working collectively (where this is allowed) gives everyone access to the skills and ideas (good and bad) of the whole group. Indeed, the ability to work effectively with a set of other students is a skill many geography departments try to develop in their students and which many employers value. According to the Geography Benchmarking Statement, which applies to all geography departments, students should acquire the key skill of dealing with “interpersonal situations, including working with groups/teams and recognizing and respecting the viewpoints of others”(Quality Assurance Agency, 2000). Finally, universities are no longer (if ever they were) institutions that require everyone to study in identical ways. A major stimulus to recognizing that different students have different needs, which universities have an obligation to meet, was the passing of the Disability Discrimination Act in 1995 and the Special Educational Needs and Disability