Winter 2018

Issue 10.1 Winter 2018

Editorial

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Dr John Conway, Royal Agricultural University

This edition of the Journal of Inclusive Practice in Further and Higher Education includes papers presented at the Second International NADP Conference held in London in 2018 as well as our usual articles on aspects of supporting disabled students in Higher Education.

The paper by Wilson & Martin sets out the preferred language of the UK Social Model of disability since there are still some using language of the outdated medical model.  Sadly that model is still in vogue where students need to identify themselves as disabled in order to derive funding from the DSA or ‘reasonable adjustments’  from their university.

Readers should note that some papers in this issue are from other countries where language and terminology are different, and one paper uses the student-voice which again is different to the Social model – but who are we to query how disabled people refer to themselves?

2018 is another year when we have seen changes by government to disabled student support in the UK, which proposes to unify technology supply and technology training; proposals to change the evidence required to diagnose dyslexia.

NADP has also seen changes in leadership, with the end of Paddy Turner’s chairmanship and the departure of several well known, long standing directors; we welcome our new directors and Brian Lutchmiah to the role of chair.

Ensuring quality of support for disabled higher education students has never been so important; there are several initiatives around inclusive practice but implementation is slow and patchy in the sector. NADP is working on both issues and we welcome the papers in this edition and encourage more contributions, both of theory and practical applications, for the next edition around improving support and delivering inclusion.

Dr John Conway

Editor, Winter 2018 Edition

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Articles

Wilson, L. & Martin, N. (2018) Models of Disability affect Language: Implications for Disability, Equality and Inclusivity Practice.  Journal of Inclusive Practice in Further and Higher Education. Issue 10.1. pp. 4-19. Word Download

Tolikas, T. & Perepa, P. (2018) Perceptions of students with autism regarding higher education support services. Journal of Inclusive Practice in Further and Higher Education. Issue 10.1. pp. 20-39. Word Download

Pickard, B. (2018) Demystifying the Process of Engaging with the Disability Service in Higher Education. Journal of Inclusive Practice in Further and Higher Education. Issue 10.1. pp. 40-58. Word Download

Martin, N., Barnham, C., Krupa, J. (2018) Identifying and Addressing Barriers to Employment of Autistic Adults. Journal of Inclusive Practice in Further and Higher Education. Issue 10.1. pp. 59-79. Word Download

Newman, I., Healey, C., Osbourne, A. & Newman, V. (2018) Diversity for Everybody, Achievement for All, Patterns Not Labels. Journal of Inclusive Practice in Further and Higher Education. Issue 10.1. pp. 80-105. Word Download

Hammer, G. (2018) Dialogical Encounters with Disability in Integrated Dance Education. Journal of Inclusive Practice in Further and Higher Education. Issue 10.1. pp. 106-119. Word Download

Coy, K. (2018) Universal Design for Learning and Digital Environments: The Education Superpower. Journal of Inclusive Practice in Further and Higher Education. Issue 10.1. pp. 120-135. Word Download

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