Search

This paper studies barriers and support affecting access, experience and performance as identified by students with disabilities at the University of Seville. Biographical-narrative research methodology is employed and the study is limited to an analysis of the design and development of subjects across the curriculum. Findings, which give voice to the students themselves, are organized in four topic areas: subject structure, methodology, tutorials, and assessment. The paper concludes with a review and discussion of key findings as well as suggestions for improvement and policy-making.

This paper considers Deaf time, or imagined futures of Deaf communities, as we question the efficacy of a rights framework to support the social relational model of Deaf childhood, which positions Deaf children within Deaf cultural discourses. We probe a disability rights discourse where the inclusion movement promotes the right of all children to high quality education and full participation in society. However, there is a gap between rhetoric and practice in early childhood education, which has often been a site of disablement for Deaf children and their families. In addition, legal recognition of the right to sign language in several contexts has not prevented a decline in numbers of Deaf children learning sign language. In planning for future Deaf communities, we examine Deaf cultural childhoods through the development of a parent ASL curriculum that is aligned with the Common European Framework of Reference for Languages (CEFR). The curriculum is contextualized in relation to disability right...

Disabled people report dissatisfaction with their contact with health professionals and their educational systems. This paper reports on a study into disability within a curriculum leading to initial professional nursing qualification. The 'case study' design involved collecting data from the curriculum document, from students via questionnaire, and a total of 16 semi-structured interviews with both students and teachers involved in delivering the curriculum. Disability appeared as the inequality of inequalities in the planning and delivery of this curriculum. Simulation was employed to teach about disability, yet there was little confidence that students emerged with the necessary skills to deal with a disabled person who happens to become a patient. There was some indication that nurses may be ready to adopt a more socially orientated view of disability. Such optimism remains tentative and there may be a long way to go before nurses play a key role in challenging discrimination.