Mike Adams / Sally Brown (eds.)
Towards Inclusive Learning in Higher Education
Developing Curricula for Disabled Students
Herausgeber: Adams, Mike; Brown, Sally
Mike Adams / Sally Brown (eds.)
Towards Inclusive Learning in Higher Education
Developing Curricula for Disabled Students
Herausgeber: Adams, Mike; Brown, Sally
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This book is written for all lecturers in higher education who may not have previous experience of working with disabled students, but now wish to develop a better understanding of the issues involved.
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This book is written for all lecturers in higher education who may not have previous experience of working with disabled students, but now wish to develop a better understanding of the issues involved.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 224
- Erscheinungstermin: 27. April 2006
- Englisch
- Abmessung: 234mm x 156mm x 14mm
- Gewicht: 485g
- ISBN-13: 9780415365284
- ISBN-10: 0415365287
- Artikelnr.: 22773144
- Verlag: Taylor & Francis
- Seitenzahl: 224
- Erscheinungstermin: 27. April 2006
- Englisch
- Abmessung: 234mm x 156mm x 14mm
- Gewicht: 485g
- ISBN-13: 9780415365284
- ISBN-10: 0415365287
- Artikelnr.: 22773144
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.
1 Improving access to higher education for disabled people 2 From a
disabling world to a new vision 3 Listening to students: the experiences of
disabled students of learning at university 4 Academic standards and
benchmark descriptors 5 Supporting staff in developing inclusive online
learning 6 Using Universal Design for Learning to expand access to higher
education 7 Supporting inclusive practice: developing an assessment toolkit
8 Learning, teaching and disabled students: challenging traditional models
of support 9 Disability and omnicompetence: facing up to the challenges in
the training of veterinary practitioners 10 Language issues for deaf
students in higher education 11 Creating engaging, accessible multimedia
for learning 12 Enhancing disabled students' learning through virtual
learning environments 13 Disability and mainstreaming continuing
professional development in higher education 14 Supporting disabled
students on placement 15 Equal to the task: disability issues in
postgraduate research study 16 Conclusion: a manifesto for mainstreaming
inclusive practice
disabling world to a new vision 3 Listening to students: the experiences of
disabled students of learning at university 4 Academic standards and
benchmark descriptors 5 Supporting staff in developing inclusive online
learning 6 Using Universal Design for Learning to expand access to higher
education 7 Supporting inclusive practice: developing an assessment toolkit
8 Learning, teaching and disabled students: challenging traditional models
of support 9 Disability and omnicompetence: facing up to the challenges in
the training of veterinary practitioners 10 Language issues for deaf
students in higher education 11 Creating engaging, accessible multimedia
for learning 12 Enhancing disabled students' learning through virtual
learning environments 13 Disability and mainstreaming continuing
professional development in higher education 14 Supporting disabled
students on placement 15 Equal to the task: disability issues in
postgraduate research study 16 Conclusion: a manifesto for mainstreaming
inclusive practice
1 Improving access to higher education for disabled people 2 From a
disabling world to a new vision 3 Listening to students: the experiences of
disabled students of learning at university 4 Academic standards and
benchmark descriptors 5 Supporting staff in developing inclusive online
learning 6 Using Universal Design for Learning to expand access to higher
education 7 Supporting inclusive practice: developing an assessment toolkit
8 Learning, teaching and disabled students: challenging traditional models
of support 9 Disability and omnicompetence: facing up to the challenges in
the training of veterinary practitioners 10 Language issues for deaf
students in higher education 11 Creating engaging, accessible multimedia
for learning 12 Enhancing disabled students' learning through virtual
learning environments 13 Disability and mainstreaming continuing
professional development in higher education 14 Supporting disabled
students on placement 15 Equal to the task: disability issues in
postgraduate research study 16 Conclusion: a manifesto for mainstreaming
inclusive practice
disabling world to a new vision 3 Listening to students: the experiences of
disabled students of learning at university 4 Academic standards and
benchmark descriptors 5 Supporting staff in developing inclusive online
learning 6 Using Universal Design for Learning to expand access to higher
education 7 Supporting inclusive practice: developing an assessment toolkit
8 Learning, teaching and disabled students: challenging traditional models
of support 9 Disability and omnicompetence: facing up to the challenges in
the training of veterinary practitioners 10 Language issues for deaf
students in higher education 11 Creating engaging, accessible multimedia
for learning 12 Enhancing disabled students' learning through virtual
learning environments 13 Disability and mainstreaming continuing
professional development in higher education 14 Supporting disabled
students on placement 15 Equal to the task: disability issues in
postgraduate research study 16 Conclusion: a manifesto for mainstreaming
inclusive practice