Issue 4.1 October 2012

Editorial

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Sincere thanks to Dr John Conway for guest editing issue 4.1 of The Journal of Inclusive Practice in Further and Higher Education. I am delighted that the journal is continuing to develop while remaining true to its principles (which are reflected in the Editorial Guidelines which appear at the end of every edition). Feedback is always welcome and The Editorial Board is particularly keen to know how the new electronic presentation is received by the readership. As NADP members are increasingly taking up the opportunity to work towards Accredited Member status, the Editorial Board anticipate a renewed enthusiasm for writing for the journal. Splitting contributions into refereed and non referred categories may make potential contributors feel more confident about submitting and it would be interesting to receive views on this innovation. Thanks of course also go to reviewers and authors. Happy reading.

Dr Nicola Martin. Editor.

This latest edition of JIPFHE was intended to focus on disabled students’ experience of STEM subjects and includes two papers on maths. Several other papers were offered around dyslexia and related SpLDs and it’s interesting to consider Pat Mulcahy’s propositions around integrating AT and dyslexia study skills.

NADP has decided to move toward electronic publishing both to improve accessibility and to reduce our environmental footprint. This edition is the first to be available only electronically. Members will be able to access it from the members‟ area of the website in advance of it going on general release.

As we go to publication, news has broken of the Disability Standard awards managed by the Employers’ Forum on Disability where two key supporters of disabled students figure in the top 10: Microlink at number 1, Iansyst at number 4. Microlink is also named the best SME and its CEO and co-founder, Dr Nasser Siabi is named as a Disability Champion. NADP would like to extend its congratulations to both companies, and to Nasser who commented:

“I am very proud that our industry is playing on the bigger stage to drive forward the disability inclusion agenda. There is tremendous potential for those involved in the DSA market to lead on innovations and export their expertise to the rest of the world.

All the good work we have been doing for the employment sector is built on our experience gained from many years of working in the DSA market. We must preserve this great scheme and have promote it to other countries as a great beacon of success.

It is vital to have a joined-up service for people with disabilities to live and work in the society. Therefore, it is important that students with disabilities leaving education receive the same level of support in the workplace as they did during their studies, hence we are working with SLC and DWP to make this becomes a reality soon”.

Ian Litterick, iansyst Executive Chairman, said

“We are very pleased that two comparatively small DSA assistive technology providers were able to rate at the top with many of the country’s biggest and best resourced organisations. Being involved with the DSA and all its stakeholders helps to ingrain disability consciousness, keeps us learning and helped us to reach no 4 at our first attempt at the Disability Standard. It’s great to have recognition where we try to achieve excellence.”

Full details of the criteria and the awards can be found on the website…

https://www.disabilitystandard.com/awards/2012-awards/

Dr John Conway, Guest Editor.

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Articles

Kotecha, M. (2012) Promoting inclusive practice in mathematics and statistics. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 5-14. Word Download

Esser, K. (2012) Dyspraxia: the silent sister. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 15-25. Word Download

Cooper, R. (2012) Updating the evidence of the impact of Super reading on dyslexic students. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 26-42. Word Download

Mulcahy, P. (2012) How AT-based specialist SpLD support strategies are more effective when meeting the students’s point of need in the context of the DSA. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 42-56. Word Download

Logan, J. & Martin, N. (2012) Unusual Talent: as study of successful leadership and delegation in entrepreneurs who have dyslexia. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 57-67. Word Download

Agobiani, S. (2012) “I never remember a face”: a day in the life of a prosopagnostic. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 77-80. Word Download

Mann, V. (2012) Students’ experiences of maths elements of STEM subjects. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 81-90. Word Download

Beard, S. (2012) It’s not what you see, it’s how you see it. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 91-93. Word Download

Hopkins, D. & Healey, C. (2012) Science learning and dyslexia – how I became a dyslexic scientist. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 94-98. Word Download

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