The changing nature of educational support for students with disabilities

Werth, Shalene and Brady, Shaunaugh (2015) The changing nature of educational support for students with disabilities. In: Educational developments, practices and effectiveness: global perspectives and contexts. Palgrave Macmillan Ltd., Hampshire, UK, pp. 53-67. ISBN 978-1-137-46992-2

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Abstract

This paper looks at the past experiences of students with disability at a regional university and examines the changing ways of providing support which better prepare students for entry to the workforce. Previously, the provision of support consisted of advocacy services and other forms of support such as note-taking assistance. Staff in the Disability Resources section identified additional areas that students need assistance with, in order to begin their transition to workforce while they are at university. This developmental approach extends the support available to include assistance with the development of self-advocacy and resilience skills as well as the multi-disciplinary care of self. This chapter examines the specifically designed support delivered via a coaching process outside the expected advocacy roles traditionally undertaken by Disability Resources.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Chapter 4. Submitted version deposited in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Management and Enterprise
Date Deposited: 27 Jun 2016 22:54
Last Modified: 29 May 2017 00:51
Uncontrolled Keywords: tertiary study; disability; chronic illness; students
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
Identification Number or DOI: 10.1057/9781137469939.0011
URI: http://eprints.usq.edu.au/id/eprint/28226

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