Overview

It is widely recognised that the provision of an inclusive education is critical to maintaining high standards of learning and teaching for all students in higher education - a fact that is backed up by recent introduction of legislation and best practice guidelines around the world. This book is written for all practitioners in higher education today - many of whom may not have previous experience of working with disabled students, but now wish to develop a better understanding of the issues involved and of how they can improve their own practice. Towards Inclusive Learning in Higher Education is a rich source of practical advice and resources. Experienced contributors share their own techniques, outlining innovative methods and activities that will help both individuals and institutions to improve their classroom practice and develop inclusive curricula. The book explores the all the key areas in higher education today, including: the student's transition from FE to HE current barriers to inclusive education uses and requirements for information technology quality issues and benchmark descriptors examinations and assessment employability and work placements.

Full Product Details

Author:   Mike Adams (Disability Rights Commission, Chelmsford, UK) ,  Sally Brown (Leeds Metropolitan University, UK)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.60cm , Height: 1.60cm , Length: 23.40cm
Weight:   0.521kg
ISBN:  

9780415365284

ISBN 10:   0415365287
Pages:   224
Publication Date:   27 April 2006
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"1. Introduction"", Mike Adams & Sally Brown"" 2 Raising aspirations - improving access to higher education, ""Mike Adams"" 3. Supporting inclusive practice - developing an access toolkit, ""Melanie Parker and Judith Waterfield "" 4. Developing an inclusive curriculum - examining theory and practice, ""Mick Healey"" 5. Learning, teaching and disabled students - challenging traditional models of support, ""Gill Capewell "" 6. Language issues for deaf students in higher education, ""Judith Mole & Diane Peacock"" 7. Academic standards and benchmark descriptors, ""Val Chapman ""8. Skills for access - creating accessible multimedia, ""Sarah Stone, John Stratford & David Sloan"" 9. Accessibility in learning environments and related technologies, ""Barbara Newland & Victoria Boyd"" 10. Supporting staff in developing inclusive online learning, ""Elaine Pearson"" 11. Using Universal Design for Learning to Expand Access to Higher Education, ""Skip Stahl and Tracey Hall ""12. Disability and mainstream continuing Professional Development in Higher Education, ""Alan Hurst ""13. Supporting disabled students on practice placement, ""Jane Wray ""14. A giant step forward into the profession, ""Anne Tynan"" 15. Improving provision for disabled postgraduate research students, ""Val Farrar"" 16. Conclusions. from a disabling world view to a new vision, ""Todd Fernie & Diana Murray """

Reviews

<p>'This excellent and urgently needed book celebrates existing achievements and challenges impairment-led thinking and outmoded learning and teaching practices, setting out a clear framework for change. The editors state that the initial aim of the book was to stimulate discussion and leave an indelible legacy for the academic community. They have achieved this admirably. The range and quality of the contributions, and the clarity of the arguments put forward, represent a real challenge to complacency for all those working in higher education.' - Higher Education Review<p>'This hugely commendable and generally well-edited book of purely British practice consists of an editorial Introduction and fifteen essay-style chapters, and concludes with a 21-point 'manifesto for mainstreaming inclusive practice''. - British Journal of Educational Technology

"'This excellent and urgently needed book celebrates existing achievements and challenges impairment-led thinking and outmoded learning and teaching practices, setting out a clear framework for change. The editors state that the initial aim of the book was to ""stimulate discussion"" and leave ""an indelible legacy for the academic community"". They have achieved this admirably. The range and quality of the contributions, and the clarity of the arguments put forward, represent a real challenge to complacency for all those working in higher education.' - Higher Education Review 'This hugely commendable and generally well-edited book of purely British practice consists of an editorial Introduction and fifteen essay-style chapters, and concludes with a 21-point 'manifesto for mainstreaming inclusive practice''. - British Journal of Educational Technology"

'This excellent and urgently needed book celebrates existing achievements and challenges impairment-led thinking and outmoded learning and teaching practices, setting out a clear framework for change. The editors state that the initial aim of the book was to stimulate discussion and leave an indelible legacy for the academic community . They have achieved this admirably. The range and quality of the contributions, and the clarity of the arguments put forward, represent a real challenge to complacency for all those working in higher education.' - Higher Education Review 'This hugely commendable and generally well-edited book of purely British practice consists of an editorial Introduction and fifteen essay-style chapters, and concludes with a 21-point 'manifesto for mainstreaming inclusive practice . - British Journal of Educational Technology

'This excellent and urgently needed book celebrates existing achievements and challenges impairment-led thinking and outmoded learning and teaching practices, setting out a clear framework for change. The editors state that the initial aim of the book was to stimulate discussion and leave an indelible legacy for the academic community . They have achieved this admirably. The range and quality of the contributions, and the clarity of the arguments put forward, represent a real challenge to complacency for all those working in higher education.' - Higher Education Review 'This hugely commendable and generally well-edited book of purely British practice consists of an editorial Introduction and fifteen essay-style chapters, and concludes with a 21-point 'manifesto for mainstreaming inclusive practice''. - British Journal of Educational Technology

Author Information

Mike Adams is Assistant Director of Delivery and Learning at the Disability Rights Commission. He was previously Director of the National Disability Team, UK, which provided consultancy services to higher education institutions in England and Northern Ireland. He has a wealth of experience in learning and teaching related issues, has produced a wide range of papers for conferences and has been published in refereed journals both in the UK and abroad. Sally Brown is Professor of Higher Education Diversity and Pro-Vice-Chancellor at Leeds Metropolitan University with responsibility for assessment, learning and teaching. She is also a visiting Professor at the Robert Gordon University . She was for five years Director of Membership Services for the Institute for Learning and Teaching and has published widely on teaching, learning and particularly assessment.

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