Treby, E., Hewitt, I. and Shah, A., 2006. Embedding 'disability and access' into the geography curriculum. Teaching in Higher Education, 11 (4), pp. 413-425.
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In responding to The Special Educational Needs and Disability Act (SENDA [now the Disability and Discrimination Act, Part 4]), UK universities have made significant efforts to address issues of access and inclusivity via structural changes to campus environments and developments in student support. However, little attention has been given to ensure students are well-equipped to understand issues of disability. Moreover, staff training is needed before disability issues can be successfully incorporated into the curriculum. It is essential to consider more than the practicalities of equal opportunities and rights of access alone. Despite the fact that the emerging disability philosophy embraces the social rather than medical model, the approach to managing and teaching disability issues remains rather mechanistic. A heightened awareness of disability issues can be achieved through a problem-based learning approach. However, effort is required to ensure such activities are not undertaken in isolation, given that the goal is towards inclusivity across the entire curriculum.
|Uncontrolled Keywords:||Special Educational Needs and Disability Act (SENDA), Disability Discrimination Act, higher education, access, inclusivity, disability, problem-based learning|
|Subjects:||Social Sciences > Education|
|Group:||School of Applied Sciences|
|Deposited By:||Ms MJ Bowden|
|Deposited On:||02 Jun 2007|
|Last Modified:||07 Mar 2013 14:40|
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