Including young people with disabilities: Assessment challenges in higher education

Hanafin, J. and Shevlin, M. and Kenny, M. and Neela, E. M. (2007) Including young people with disabilities: Assessment challenges in higher education. Higher Education, 54 (3). pp. 435-448. ISSN 00181560 (ISSN)

Full text not available from this resource.
Official URL: http://www.scopus.com/inward/record.url?eid=2-s2.0...

Abstract

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. © Springer Science + Business Media B.V. 2007.

Item Type: Article
Additional Information: Cited By :15; Export Date: 23 February 2015; Correspondence Address: Shevlin, M.; Education Department, Trinity College, Dublin 2, Ireland; email: mshevlin@tcd.ie; References: (1994) Students with disabilities in higher education: Survey on provision for students with disabilities in higher education for the academic year 1993/4, , AHEAD , Dublin: Ahead; (1999) Assessment for learning: Beyond the black box, , Assessment Reform Group , Cambridge: Assessment Reform Group, University of Cambridge School of Education; Astin, A.W., Lee, J.J., How risky are one-shot cross-sectional assessments of undergraduate students'? (2003) Research in Higher Education, 44 (6), pp. 657-672; Beaman, R., The unquiet... even loud, andragogy! Alternative assessments for adult learners (1998) Innovative Higher Education, 25 (1), pp. 47-59; Beck, H.B., Establishing an early warning system: Predicting low grades in college students from survey of academic orientations scores (2001) Research in Higher Education, 42 (6), pp. 709-723; Birenbaum, M., Assessment preferences and their relationship to learning strategies and orientations (1997) Higher Education, 33 (1), pp. 71-84; Black, P., Williams, D., (1998) Inside the black box: Raising standards through classroom assessment, , http://www.pdkintl.org/kappan/kbla9810.htm, Phi Delta Kappan online; Borland, J., James, S., The learning experience of students with disabilities in higher education. A case study of a UK university (1999) Disability and Society, 14 (10), pp. 85-101; Boud, D., (1995) Assessment and learning: Contradictory or complementary, pp. 35-48. , P. Knight Ed, Assessment for learning in higher education, pp, London: Kogan Page; Boyer, E., (1990) Scholarship reconsidered: Priorities of the professoriate, , Princeton, NJ: Carnegie Foundation for the Advancement of Teaching; Bradley, H., (1995) Fractured identities, , Cambridge: Polity; Bradley, H., Social divisions (1997) The student's companion to sociology, pp. 142-151. , C. Ballard, et al, Eds, Oxford: Blackwell; Bridgeman, B., Potential impact of the addition of a writing assessment on admissions decisions (1998) Research in Higher Education, 39 (6), pp. 663-677; Cabrera, A.F., Developing performance indicators for assessing classroom teaching practices and student learning (2001) Research in Higher Education, 42 (3), pp. 327-352; Chard, G., Couch, R., Access to higher education for the disabled student: A building survey at the University of Liverpool (1998) Disability and Society, 13 (4), pp. 603-623; Collins, B., (2000) Perceiving success? An investigation into disabled students' and academic staffs' per-ceptions of the factors that inhibit disabled student's occupational performance in Trinity College Dublin, , Unpublished undergraduate thesis, University of Dublin; Cottrel, S.A., Jones, E.A., Researching the scholarship of teaching and learning: An analysis of current curriculum practices (2003) Innovative Higher Education, 27 (3), pp. 169-181; (2001) Report of the action group on access to higher education, , Department of Education & Science , Dublin: Stationery Office; Eisner, E., Objectivity in educational research (1992) Curriculm Inquiry, 22 (1), pp. 9-15; Gardner, H., (1983) Frames of minds: The theory of multiple intelligences, , 2nd ed, New York: Harper and Row; () London: Fontana Press; Gardner, H., Assessment in context: The alternative to standardized testing (1991) Changing assessments: Alternative views of aptitude, achievement and instruction, pp. 77-120. , Gifford B. R, & O'Connor M. C, Eds, Norwell, MA: Kluwer Academic Publishers; Grunwald, H., Peterson, M.W., Factors that promote faculty involvement in and satisfaction with institutional and classroom student assessment (2003) Research in Higher Education, 44 (2), pp. 173-204; (1998) Education Act, , Government of Ireland , Dublin: Stationery Office; Hanafin, J., Shevlin, M., Flynn, M., Responding to student diversity: Lessons from the margin (2002) Pedagogy, Culture and Society, 10 (3), pp. 411-425; Hargreaves, A., Earl, L., Ryan, J., (1996) Schooling for change: Reinventing education for early adolescents, , London: The Falmer Press; Heck, R.H., Administrative effectiveness in higher education: Improving assessment procedures (2000) Research in Higher Education, 41 (6), pp. 663-684; Hoey, P., (2000) Students with disabilities in higher education: Initial findings of the survey on provision for students with disabilities in higher education for the academic year 1998/9, , Dublin: Ahead; Holloway, S., The experience of higher education from the perspective of disabled students (2001) Disability and Society, 16 (4), pp. 597-615; Hurst, A., Reflecting on researching disability and higher education (1996) Disabilities and society: Emerging issues and insights, , Barton L, Eds, London: Longman; Kahn, J.H., Social-cognitive predictors of first-year college persistence: The importance of proximal assessment (2001) Research in Higher Education, 42 (6), pp. 633-652; Kenny, M., Me Neela, E., Shevlin, M., Daly, T., (2000) Hidden voices: Young people with disabilities speak about their second level schooling, , Cork: South West Regional Authority; Kincheloe, J., Steinberg, S., A tentative description of postformal thinking: The critical confrontation with cognitive theory (1993) Harvard Educational Review, 63 (3), pp. 296-320; Knight, P.T., Learning from schools (2002) Higher Education, 44 (2), pp. 283-298; Konur, O., Assessment of disabled students in higher education: Current public policy issues (2002) Assessment and Evaluation in Higher Education, 27 (2), pp. 131-152; Mc Donnell, P., Developments in special education in Ireland: Deep structures and policy making (2003) International Journal of Inclusive Education, 7 (3), pp. 259-269; Minbashian, A., Huon, G.F., Bird, K.D., Approaches to studying and academic performance in short-essay exams (2004) Higher Education, 47 (2), pp. 161-176; Mori, R., Entrance examinations and remedial education in Japanese higher education (2002) Higher Education, 43 (1), pp. 27-42; Nitko, A., (1996) Educational assessment of students, , New Jersey: Prentice Hall; Nunan, T., Rigmor, O., McCausland, H., Inclusive education in universities: Why it is important and how it might be achieved (2000) International Journal of Inclusive Education, 4 (1), pp. 63-88; Perkins, D.N., Blythe, T., Putting understanding up front (1994) Educational Leadership, 51 (5), pp. 4-7; Peterson, M.W., Organizational practices enhancing the influence of student assessment information in academic decisions (2000) Research in Higher Education, 41 (1), pp. 21-52; Pinar, W., Reynolds, W.M., Slattery, P., Taubman, P.M., (2000) Understanding curriculum, , New York: Peter Lang; Priestley, M., Introduction: The global context of disability (2001) Disability and the life course: Global perspectives, , M. Priestley Eds, Cambridge: Cambridge University Press; Quarstein, V.A., Peterson, P.A., Assessment of cooperative learning: A goal-criterion approach (2001) Innovative Higher Education, 26 (1), pp. 59-77; Reardon, S.P., Scott, K., Verre, J., Symposium: Equity in educational assessment (1994) Harvard Educational Review, 64 (1), pp. 1-4; Reindal, S.M., Some problems encountered by disabled students at the University of Oslo-whose responsibility? (1995) The European Journal of Special Needs, 10 (3), pp. 227-241; Ryan, J., Struhs, J., University education for all? Barriers to full inclusion of students with disabilities in Australian universities (2004) International Journal of Inclusive Education, 8 (1), pp. 73-90; Samuelowicz, K., Bain, J.D., Revisiting academics' beliefs about teaching and learning (2001) Higher Education, 41 (3), pp. 299-325; Samuelowicz, K., Bain, J.D., Identifying academics' orientations to assessment practice (2002) Higher Education, 43 (2), pp. 173-201; Scouller, K., The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay (1998) Higher Education, 35 (4), pp. 453-472; Skilbeck, M., Connell, H., (2000) Access and equity in higher education: An international perspective on issues and strategies, , Dublin: Higher Education Authority; Tinklin, T., Hall, J., Getting round obstacles: Students with disabilities' experiences in higher education in Scotland (1999) Studies in Higher education, 24 (2), pp. 183-194; Tynjälä, P., Writing as a tool for constructive learning: Students' learning experiences during an experiment (1998) Higher Education, 36 (2), pp. 209-230; Williams, K., Assessment and the challenge of skepticism (1998) Education, knowledge and truth. Beyond the postmodern impasse, pp. 221-236. , Carr D, Eds, London: Routledge; Willie, C.V., On excellence and equity in higher education (1987) Journal of Negro Education, 56 (4), pp. 485-492; Yorke, M., Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice (2003) Higher Education, 45 (4), pp. 477-501; Young, J.W., Sex differences on the SAT: An analysis of demographic and educational variables (2000) Research in Higher Education, 41 (3), pp. 401-416
Uncontrolled Keywords: Access; Assessment; Assistive technology; Attitudinal issues; People with disabilities
Depositing User: Colin Lowry
Last Modified: 27 Nov 2015 09:50
URI: http://eprints.teachingandlearning.ie/id/eprint/2423

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year