Export Date: 24 February 2015
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Study.", "creators": [ { "creatorType": "author", "firstName": "Donna", "lastName": "Couzens" }, { "creatorType": "author", "firstName": "Shiralee", "lastName": "Poed" }, { "creatorType": "author", "firstName": "Mika", "lastName": "Kataoka" }, { "creatorType": "author", "firstName": "Alicia", "lastName": "Brandon" }, { "creatorType": "author", "firstName": "Judy", "lastName": "Hartley" }, { "creatorType": "author", "firstName": "Deb", "lastName": "Keen" } ], "abstractNote": "More students with disabilities are accessing the tertiary sector with many disabilities not easily observed (or hidden), because there are no physical indicators. These “hidden” disabilities affect a variety of cognitive processes and may be developmental or acquired. To ensure students with hidden disabilities can enrol, engage in and benefit from tertiary education, universities generally provide a range of supports. Typically these supports and any reasonable adjustments are negotiated with students taking into account a number of factors including, where available, any supporting documentation that they might be able to provide. This case study reports efforts within one large Australian university to support higher education students with hidden disabilities on campus. Perceptions on the use of and barriers to support available were collected from seven undergraduate students who self-identified as having hidden disabilities and from eight support staff. Results indicated that students found their informal networks to be their most effective supports, closely followed by clear, caring and flexible lecturers and tutors. There were mixed positive and negative perceptions reported on the universal and disability-specific supports available. Implications and future research directions are discussed. [ABSTRACT FROM PUBLISHER]", "publicationTitle": "International Journal of Disability, Development & Education", "publisher": "", "place": "", "date": "January 2015", "volume": "62", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "24-41", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "International Journal of Disability, Development & Education", "DOI": "", "citationKey": "", "url": "http://uproxy.library.dc-uoit.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=100577568&scope=site", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1034912X", "archive": "aph", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "ATTENTION-deficit hyperactivity disorder" }, { "tag": "Australia" }, { "tag": "Autism" }, { "tag": "College Students" }, { "tag": "Dyslexia" }, { "tag": "HEALTH services accessibility" }, { "tag": "HUMAN services programs" }, { "tag": "Higher Education" }, { "tag": "INTERVIEWING" }, { "tag": "Learning" }, { "tag": "Learning Disabilities" }, { "tag": "NARRATIVES" }, { "tag": "NEEDS assessment (Medical care)" }, { "tag": "Qualitative Research" }, { "tag": "RESEARCH -- Finance" }, { "tag": "RESEARCH -- Methodology" }, { "tag": "SELF advocacy" }, { "tag": "SELF-efficacy" }, { "tag": "SOCIAL support" }, { "tag": "STUDENT assistance programs" }, { "tag": "STUDENTS with disabilities" }, { "tag": "School Holding Power" }, { "tag": "TECHNOLOGY" }, { "tag": "UNIVERSITIES & colleges" }, { "tag": "adult learning" }, { "tag": "learning disability" }, { "tag": "universal design for learning" } ], "collections": [], "relations": {}, "dateAdded": "2015-02-24T21:14:59Z", "dateModified": "2015-02-24T21:14:59Z" } }, { "key": "KKI8J27S", "version": 2, "library": { "type": "group", "id": 331379, "name": "Feb25", "links": { "alternate": { "href": "https://www.zotero.org/groups/feb25", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/331379/items/KKI8J27S", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/feb25/items/KKI8J27S", "type": "text/html" } }, "meta": { "createdByUser": { "id": 556353, "username": "kate_gibbings", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/kate_gibbings", "type": "text/html" } } }, "creatorSummary": "Savin-Baden", "numChildren": 1 }, "data": { "key": "KKI8J27S", "version": 2, "itemType": "blogPost", "title": "Methodology and methods", "creators": [ { "creatorType": "author", "firstName": "Maggi", "lastName": "Savin-Baden" } ], "abstractNote": "Often people get confused between methodology and methods, here is an attempt to explain the difference . . . Philosophy first One of the challenges a researcher faces is to determine how they w...", "blogTitle": "Qualitative Research Resources", "websiteType": "", "date": "", "DOI": "", "citationKey": "", "url": "https://msavinbaden.wordpress.com/methodology-and-methods-the-difference/", "accessDate": "2015-02-23T21:49:50Z", "ISSN": "", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-02-24T21:14:59Z", "dateModified": "2015-02-24T21:14:59Z" } }, { "key": "UBEVTNPE", "version": 2, "library": { "type": "group", "id": 331379, "name": "Feb25", "links": { "alternate": { "href": "https://www.zotero.org/groups/feb25", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/331379/items/UBEVTNPE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/feb25/items/UBEVTNPE", "type": "text/html" } }, "meta": { "createdByUser": { "id": 556353, "username": "kate_gibbings", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/kate_gibbings", "type": "text/html" } } }, "creatorSummary": "Gertsch et al.", "parsedDate": "2011-10-15", "numChildren": 2 }, "data": { "key": "UBEVTNPE", "version": 2, "itemType": "journalArticle", "title": "Environmental effects of Deccan volcanism across the Cretaceous–Tertiary transition in Meghalaya, India", "creators": [ { "creatorType": "author", "firstName": "B.", "lastName": "Gertsch" }, { "creatorType": "author", "firstName": "G.", "lastName": "Keller" }, { "creatorType": "author", "firstName": "T.", "lastName": "Adatte" }, { "creatorType": "author", "firstName": "R.", "lastName": "Garg" }, { "creatorType": "author", "firstName": "V.", "lastName": "Prasad" }, { "creatorType": "author", "firstName": "Z.", "lastName": "Berner" }, { "creatorType": "author", "firstName": "D.", "lastName": "Fleitmann" } ], "abstractNote": "The Um Sohryngkew section of Meghalaya, NE India, located 800–1000 km from the Deccan volcanic province, is one of the most complete Cretaceous–Tertiary boundary (KTB) transitions worldwide with all defining and supporting criteria present: mass extinction of planktic foraminifera, first appearance of Danian species, δ13C shift, Ir anomaly (12 ppb) and KTB red layer. The geochemical signature of the KTB layer indicates not only an extraterrestrial signal (Ni and all Platinum Group Elements (PGEs)) of a second impact that postdates Chicxulub, but also a significant component resulting from condensed sedimentation (P), redox fluctuations (As, Co, Fe, Pb, Zn, and to a lesser extent Ni and Cu) and volcanism. From the late Maastrichtian C29r into the early Danian, a humid climate prevailed (kaolinite: 40–60%, detrital minerals: 50–80%). During the latest Maastrichtian, periodic acid rains (carbonate dissolution; CIA index: 70–80) associated with pulsed Deccan eruptions and strong continental weathering resulted in mesotrophic waters. The resulting super-stressed environmental conditions led to the demise of nearly all planktic foraminiferal species and blooms (> 95%) of the disaster opportunist Guembelitria cretacea. These data reveal that detrimental marine conditions prevailed surrounding the Deccan volcanic province during the main phase of eruptions in C29r below the KTB. Ultimately these environmental conditions led to regionally early extinctions followed by global extinctions at the KTB.", "publicationTitle": "Earth and Planetary Science Letters", "publisher": "", "place": "", "date": "October 15, 2011", "volume": "310", "issue": "3–4", "section": "", "partNumber": "", "partTitle": "", "pages": "272-285", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Earth and Planetary Science Letters", "DOI": "10.1016/j.epsl.2011.08.015", "citationKey": "", "url": "http://www.sciencedirect.com/science/article/pii/S0012821X11004791", "accessDate": "2015-02-23T21:37:21Z", "PMID": "", "PMCID": "", "ISSN": "0012-821X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Deccan volcanism", "type": 1 }, { "tag": "Iridium", "type": 1 }, { "tag": "KT boundary", "type": 1 }, { "tag": "Meghalaya", "type": 1 }, { "tag": "mass 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556353, "username": "kate_gibbings", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/kate_gibbings", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "SNV7DQXX", "version": 2, "parentItem": "6FRBMCFX", "itemType": "note", "note": "Accession Number: 100577568; Couzens, Donna 1 Poed, Shiralee 2 Kataoka, Mika 3 Brandon, Alicia 4 Hartley, Judy 5 Keen, Deb 6; Affiliation: 1: School of Education, University of Queensland, Brisbane, QLD, Australia 2: Melbourne Graduate School of Education, University of Melbourne, Melbourne, VIC, Australia 3: Faculty of Education, Kagoshima University, Kohrimoto, Kagoshima, Japan 4: Institute for Research and Training, Landmark College, Putney, VT, USA 5: Department of Student Services, Griffith University, Brisbane, QLD, Australia 6: Autism Centre of Excellence, Griffith University, Brisbane, QLD, Australia; Source Info: Jan2015, Vol. 62 Issue 1, p24; Subject Term: ATTENTION-deficit hyperactivity disorder; Subject Term: AUTISM; Subject Term: COLLEGE students; Subject Term: DYSLEXIA; Subject Term: STUDENTS with disabilities; Subject Term: HEALTH services accessibility; Subject Term: INTERVIEWING; Subject Term: LEARNING; Subject Term: LEARNING disabilities; Subject Term: RESEARCH -- Methodology; Subject Term: NEEDS assessment (Medical care); Subject Term: RESEARCH -- Finance; Subject Term: SELF-efficacy; Subject Term: STUDENT assistance programs; Subject Term: TECHNOLOGY; Subject Term: UNIVERSITIES & colleges; Subject Term: QUALITATIVE research; Subject Term: SOCIAL support; Subject Term: NARRATIVES; Subject Term: HUMAN services programs; Subject Term: SELF advocacy; Subject Term: SCHOOL holding power; Subject Term: AUSTRALIA; Author-Supplied Keyword: adult learning; Author-Supplied Keyword: attention-deficit hyperactivity disorder; Author-Supplied Keyword: autism; Author-Supplied Keyword: higher education; Author-Supplied Keyword: learning disability; Author-Supplied Keyword: universal design for learning; NAICS/Industry Codes: 611310 Colleges, Universities, and Professional Schools; NAICS/Industry Codes: 624190 Other Individual and Family Services; Number of Pages: 18p; Document Type: Article
", "tags": [], "relations": {}, "dateAdded": "2015-02-24T21:14:59Z", "dateModified": "2015-02-24T21:14:59Z" } }, { "key": "5H622PB2", "version": 2, "library": { "type": "group", "id": 331379, "name": "Feb25", "links": { "alternate": { "href": "https://www.zotero.org/groups/feb25", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/331379/items/5H622PB2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/feb25/items/5H622PB2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 556353, "username": "kate_gibbings", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/kate_gibbings", "type": "text/html" } } }, "creatorSummary": "Wilson et al.", "numChildren": 0 }, "data": { "key": "5H622PB2", "version": 2, "itemType": "journalArticle", "title": "Heidi's and Philip's stories: transitions to post‐secondary education", "creators": [ { "creatorType": "author", "firstName": "Heidi", "lastName": "Wilson" }, { "creatorType": "author", "firstName": "Philip", "lastName": "Bialk" }, { "creatorType": "author", "firstName": "Trevi B.", "lastName": "Freeze" }, { "creatorType": "author", "firstName": "Rick", "lastName": "Freeze" }, { "creatorType": "author", "firstName": "Zana M.", "lastName": "Lutfiyya" } ], "abstractNote": "Accessible summary •In this article, the formative childhood and adolescent experiences of two young adults with learning disabilities, leading to their transitions from high school to university, are chronicled. •Their university studies, as auditing students,1 and the Campus Life program2 through which their studies were supported, also are described. •Finally, their recommendations to other young people with learning disabilities who aspire to higher education are detailed. Benefits to people with Learning Disabilities: It is always important to hear, and help others hear, the voices, thoughts and perspectives of people with learning disabilities, especially with respect to what they think contributes to a good life. This is the story of two young adults with learning disabilities, Heidi and Philip, studying at an advanced level, deciding on real careers and, in the process, helping the university to redefine its role in the community.Summary Building a meaningful and valued life for individuals with learning disabilities requires the sustained, diligent and coordinated efforts of family members, supporters, educators and the individuals themselves. In this article, the formative childhood and adolescent experiences of two young adults with learning disabilities, leading to their transitions from high school to university, are chronicled. As co‐authors with three of their university supporters, they describe their formative experiences in elementary and secondary school and the transition years that preceded university entry. Their university studies, as auditing students, and the Campus Life program, through which their studies were supported, also are described. Finally, their recommendations to other young people with learning disabilities who aspire to higher education are detailed.", "publicationTitle": "British Journal of Learning Disabilities", "publisher": "", "place": "", "date": "", "volume": "40", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "87-93", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "British Journal of Learning Disabilities", "DOI": "10.1111/j.1468-3156.2012.00746.x", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1354-4187", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Education" }, { "tag": "inclusive education" }, { "tag": "learning (intellectual) disabilities" }, { "tag": "special educational needs/disabilities" } ], "collections": [], "relations": {}, "dateAdded": "2015-02-24T21:14:59Z", "dateModified": "2015-02-24T21:14:59Z" } } ]