Relevant bibliographies by topics / Student with combined disability

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student with combined disability'

Author: Grafiati
Published: 28 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Student with combined disability"

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Peltier, Corey, Tracy E. Sinclair, Joshua M. Pulos, and Andrea Suk. "Effects of Schema-Based Instruction on Immediate, Generalized, and Combined Structured Word Problems." Journal of Special Education 54, no. 2 (October 21, 2019): 101–12. http://dx.doi.org/10.1177/0022466919883397.

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Instruction targeting the underlying math problem structure is identified as an evidence-based practice for students with a specific learning disability (SLD). Furthermore, schema-based instruction is identified as a potentially evidence-based practice for students with a SLD. This study extended prior work by (a) using a teacher as the implementer, (b) evaluating the efficacy of an adaptable intervention, and (c) evaluating student performance on generalized and combined schema structure problems. The participants included 12 fourth- and fifth-grade students with a disability and receiving supplemental mathematics instruction in a resource room setting. The intervention package consisted of a problem-solving mnemonic and schema-based instruction for mathematics. A multiple-probe design across participant groups was used to establish a functional relation. Students improved performance on word problems representing simple, generalized, and combined schema structures. The aggregated Tau-U effect size (ES) for this study was 95% (CI90 [83%, 100%]) and the aggregated between-case standardized mean difference (BC-SMD) was 3.05 (CI95 [2.54, 3.60]).
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Wood, Leah, Diane M. Browder, and Fred Spooner. "Teaching Listening Comprehension of Science e-Texts for Students With Moderate Intellectual Disability." Journal of Special Education Technology 35, no. 4 (October 20, 2019): 272–85. http://dx.doi.org/10.1177/0162643419882421.

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This study examined the effects of a treatment package that combined technology-based supports and systematic instruction on the comprehension skills of elementary-aged students with moderate intellectual disability. Researchers used a multiple probe across participants design. Specifically, researchers examined the effects of constant time delay and a system of least prompts on both generating and answering questions about science electronic texts (e-texts) for student participants. A functional relation was demonstrated for both generating questions using an iPad and answering comprehension questions. All three students demonstrated an ability to correctly answer questions about an e-text read aloud via text-to-speech by either saying an answer from memory or independently searching the e-text and replaying the target text to find the correct answer. A functional relation also was demonstrated between constant time delay instruction and the points earned accurately generating questions using an iPad. Skills transferred to a third-grade general education classroom environment.
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Djuric-Zdravkovic, Aleksandra, Mirjana Japundza-Milisavljevic, and Sanja Gagic. "Achievements of students with mild intellectual disability on combined trial test." Specijalna edukacija i rehabilitacija 14, no. 3 (2015): 303–18. http://dx.doi.org/10.5937/specedreh14-9238.

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Stewart, Jennifer M., and Saul Schwartz. "Equal Education, Unequal Jobs: College and University Students with Disabilities." Articles 73, no. 2 (June 18, 2018): 369–94. http://dx.doi.org/10.7202/1048575ar.

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Are students with a permanent disability more likely to drop out of post-secondary education than students without a permanent disability? Once they are out of postsecondary education, do their experiences in the labour market differ? Answers to these questions are necessary to evaluate current policies and to develop new policies. This paper addresses these two questions using a unique data set that combines administrative records from the Canada Student Loans Program with survey responses. Our measure of permanent disability is an objective one that requires a physician’s diagnosis. The survey data supply information on the students’ education and labour market status. Simple descriptive statistics suggest that, compared to students without a permanent disability, students with a permanent disability are equally likely to drop out of postsecondary education, but less likely to be in the labour force and more likely to be unemployed. We use propensity score matching to address potential selection into the group of students who documented their disability. The results using propensity score matching are consistent with the descriptive statistics. Our story is one of an underpublicized success—the rising number of students with disabilities in postsecondary institutions and their equal likelihood of graduation—and a persistent problem—the continued disadvantage that people with disabilities, even those with the same educational attainment as people without disabilities, face in the labour market.
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Kinasih, Titah, and Dyah Rochmawati. "Teaching Vocabulary to Indonesian Young CHildren with ADHD." JET ADI BUANA 5, no. 01 (April 30, 2020): 67–75. http://dx.doi.org/10.36456/jet.v5.n01.2020.2291.

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The aim of the present study is investigating (1) the current teaching techniques of teaching English vocabulary for children with Attention Deficit Hyperactivity, and (2) the difficulties faced by the teachers in teaching English vocabulary for children with Attention Deficit Hyperactivity. This survey research employed oral interviews, questionnaire and observation schemes as instruments for data collection. The result of this study indicates that the current techniques employed flashcards, pictures, songs, storytelling. the use of electronic media were the most preferably common techniques in teaching young learners vocabulary. The techniques were sometimes adapted and combined. The difficulties encountered by the teachers were the students’ extensive native language, being uncooperative, inability to stay focused. This study provides some suggestions for they need to be equipped with the methodology of teaching vocabulary for student with such a learning disability. This disability can lead to difficulties in understanding and using language for communication and interaction. Having adequate knowledge of such methodology brings about the equal chances for such students to earn learning success. The article ends up with implications for practice and future research directions. Keywords: teaching; vocabulary; students with attention deficit hyperactivity disorder
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Oswald, Gina R., Garrett E. Huck, and Lee Ann Rawlins Williams. "Undergraduate Rehabilitation Student Perceptions of Postgraduation Outcomes and Professional Identity." Journal of Applied Rehabilitation Counseling 51, no. 3 (August 11, 2020): 249–63. http://dx.doi.org/10.1891/jarc-d-19-00018.

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With the recent changes in the field of rehabilitation, combined with the absence of a singular career path and flexibility in graduate degrees, there is a growing need to address the quandary of a professional identity for undergraduate-level rehabilitation practitioners. A unified professional identity is important for students attempting to understand the profession, including professional standards, expectations, and codes of ethics. The purpose of the present study was to gain an understanding of undergraduate rehabilitation student perspectives on elements of a professional identity and intentions related to their pursuit of a rehabilitation degree. Participants (n = 129) were recruited from two undergraduate rehabilitation and disability programs; one program was in the Southern United States and one in the Midwest. Results indicate that participants overwhelmingly were interested in pursuing graduate degrees, albeit focus on an employment outcome postgraduation increased based on duration in degree. In addition, participants did not appear to value specific rehabilitation-related careers significantly above others, and very few had a clear grasp of specific national organizations, credentials, or codes of ethics related to their degrees. It is recommended that undergraduate rehabilitation and disability studies (URDS) programs incorporate extensive career exploration activities, preparation for graduate school admission and completion, and a clear understanding of national professional organizations, codes of ethics, and available credentials. Furthermore, with the support of national organizations and practitioners, the coherent development of a rehabilitation identity within undergraduate students should be encouraged in order to best facilitate their involvement in the broader field of rehabilitation.
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Camacho, Kristine A., and Michael P. Krezmien. "Individual- and School-Level Factors Contributing to Disproportionate Suspension Rates: A Multilevel Analysis of One State." Journal of Emotional and Behavioral Disorders 27, no. 4 (April 24, 2018): 209–20. http://dx.doi.org/10.1177/1063426618769065.

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Data from middle schools ( n = 219), high schools ( n = 200), and combined middle and high schools ( n = 20) were used to examine individual- and school-level factors within a multilevel model associated with an increased risk of suspension for minority students and students with disabilities. Results indicate that the individual-level variables of race and disability status were associated with an increased risk of suspension. Multiple school-level factors were also found to be associated with an increased risk of suspension including school enrollment, attendance, mobility, the percent of highly qualified teachers, the percent of students receiving free and reduced priced meals, the percent of students receiving special education services, the school’s Title I status, the student-to-teacher ratio, English Language Arts state exam scores, and the percent of White students in the school. In both analyses, the majority of variance was associated with the multilevel model which indicates the importance of examining individual factors within the context of school-level factors when trying to understand and respond to disproportionate suspension practices.
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Shogren, Karrie A., Kathryn M. Burke, Mark H. Anderson, Anthony A. Antosh, Michael L. Wehmeyer, Terri LaPlante, and Leslie A. Shaw. "Evaluating the Differential Impact of Interventions to Promote Self-Determination and Goal Attainment for Transition-Age Youth with Intellectual Disability." Research and Practice for Persons with Severe Disabilities 43, no. 3 (June 20, 2018): 165–80. http://dx.doi.org/10.1177/1540796918779775.

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This study examined the differential impact of implementing the Self-Determined Learning Model of Instruction (SDLMI) alone with implementing the SDLMI combined with Whose Future Is It? with transition aged students with intellectual disability in a cluster randomized trial in the state of Rhode Island. The state of Rhode Island is implementing systemic change in transition services and supports under the auspices of a Consent Decree entered into by the state with the U.S. Department of Justice. One area of focus is promoting self-determination during transition planning in the school context as a means to affect employment trajectories. This study focused on the impact of self-determination instruction on self-determination outcomes while youth were still in school, given research establishing a relationship between self-determination and employment outcomes. Latent mediation models suggested that students in the SDLMI-only group reported significant increases in their self-determination scores from baseline to the end of the year, and teachers of students in the SDLMI-only group saw students’ goal attainment as predicting change in self-determination over the course of the year. Teachers reported significant changes in student self-determination in the SDLMI + Whose Future Is It? group. Implications for individualizing interventions to teach skills associated with self-determination in the context of planning and setting goals for the transition to integrated employment are discussed.
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Chao, Pen-Chiang. "Using Chinese idioms to teach adolescents with intellectual disabilities self-determination skills." Social Behavior and Personality: an international journal 48, no. 5 (May 5, 2020): 1–11. http://dx.doi.org/10.2224/sbp.9103.

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The purpose of this study was to develop a curriculum that combines Chinese idioms and self-determination components, and evaluate its effectiveness in enhancing the self-determination of students with intellectual disabilities. Participants were 85 students with an intellectual disability in 10th to 12th grade, selected from 2 vocational high schools located in northern Taiwan and randomly assigned to either a control group or an intervention group that received Chinese-Idiom Self-Determination Curriculum (CISDC) instruction. To assess student progress I used Arc's Self-Determination Scale and the Self-Determination Scale for Taiwanese Students, and the participants' teachers and parents completed the Self-Determination Assessment Scale-Teacher/Parent Form. Data were analyzed using descriptive statistics, analysis of covariance, and repeated measures analysis of variance. Results show that the diverse teaching methods and content of the CISDC could help to compensate for the cognitive impairment of high school students with an intellectual disability, enabling them to learn self-determination skills by discussing, exploring, and reflecting in the process of reading Chinese idiom stories.
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Spires, Margaret, and A. S. CohenMiller. "Accessibility in Central Asia." IFLA Journal 44, no. 1 (January 25, 2018): 35–43. http://dx.doi.org/10.1177/0340035217751960.

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Having recently adopted the United Nations Convention of Rights of Persons with Disabilities, Kazakhstan, a former Soviet Republic located in Central Asia, is currently in a position to find ways to increase accessibility and encourage inclusiveness in education. This paper describes the combined efforts of Nazarbayev University’s Library and Graduate School (located in Astana, Kazakhstan) to ensure accessibility for the university’s first ever student with a documented disability. Using co-generative qualitative data and analysis, faculty and staff worked together with the student to determine the best way to help him. As a project based in more experiential research, the authors’ focus is to document the experience and provide recommendations to others who are beginning accessibility/inclusivity efforts as well. Chief among these recommendations is close collaboration with communities to ensure what is needed and provide education regarding accessibility, as well as setting up a reasonable timeframe for adaptations needed.
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Dissertations / Theses on the topic "Student with combined disability"

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Lewthwaite, Sarah. "Disability 2.0, student dis/connections : a study of student experiences of disability and social networks on campus in higher education." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12406/.

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For many young people, social networks are an essential part of their student experience. Using a Foucauldian perspective, this qualitative study explores the networked experiences of disabled students to examine how dis/ability difference is ascribed and negotiated within social networks. Data comprises 34 internet-enabled interviews with 18 participants from three English universities. Accessible field methods recognise participant preferences and circumstances. Data is analysed using discourse analysis, with an attention to context framed by activity theory. Disabled students’ networked experiences are found to be complex and diverse. For a proportion, the network shifts the boundaries of disability, creating non-disabled subjectivities. For these students, the network represents the opportunity to mobilise new ways of being, building social capital and mitigating impairment. Other participants experience the network as punitive and disabling. Disability is socio-technically ascribed by the social networking site and the networked public. Each inducts norms that constitute disability as a visible, deviant and deficit identity. In the highly normative conditions of the network, where every action is open to scrutiny, impairment is subjected to an unequal gaze that produces disabled subjectivities. For some students with unseen impairments, a social experience of disability is inducted for the first time. As a result, students deploy diverse strategies to retain control and resist deviant status. Self-surveillance, self-discipline and self-advocacy are evoked, each involving numerous social, cognitive and technological tactics for self-determination, including disconnection. I conclude that networks function both as Technologies of the Self and as Technologies of Power. For some disabled students, the network supports ‘normal’ status. For others, it must be resisted as a form of social domination. Importantly, in each instance, the network propels students towards disciplinary techniques that mask diversity, rendering disability and the possibility of disability invisible. Consequently, disability is both produced and suppressed by the network.
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Godbey, Alice. "STUDENT DISABILITY SERVICES WITHIN THE 28 FLORIDA COMMUNITY COLLEGES." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3538.

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The purpose of this research study was to investigate perceptions and activities of disability support program administrators in Florida community colleges regarding program administration and evaluation. The study further sought to document if any relationships existed between selected organizational and staffing characteristics and the program's ability to follow an established set of standards for program administration and evaluation. A total of 25 disability support administrators (89.3% response rate) completed a phone survey designed for this study. The study revealed that there were many inconsistencies among the higher education disability support programs in regard to programming, staffing and data collecting activities. The common denominator for determining the extent of data collection being performed within the responding community colleges appeared to be the Florida Department of Education, specifically the criteria requested annually by the Division of Community Colleges and Workforce Education. At all of the institutions surveyed, data collection activities were concentrated on numerical student data and did not consistently include program evaluation information. Finally, administrator training in program evaluation was positively associated with the responding disability support program's ability to participate in program evaluation activities. This study concluded with discussion of proposed recommendations for disability support administrators in the Florida community colleges.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Brown, Scott Anthony. "Student perceptions of the efficacy of learning disability support services." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1467885891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Sule, Amanda M. "Disability awareness training for student employees at college/university recreation departments." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1306860.

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This study provided a description of how college/university recreational departments addressed their responsibilities to ADA, in particular, those accommodations considered beyond physical access. The results of this study contributed to the body of knowledge for staff preparation, program scope, and administration for recreational services on college/university campuses.This study surveyed college/university recreation departments to determine if disability awareness training was being implemented and what methods of training were being implemented. Reasons for not including disability awareness training were also reported.The Disability Awareness Training of Recreation Staff (DATR) survey was emailed to 114 National Intramural Recreational Sports Association (NIRSA) Region III directors through an InQsit® program. Frequency and percentages were used to report the results. Response rate was 33% (n=38). The majority of the respondents were members of the National Intramural Recreational Sports Association (NIRSA), and over 60% served in the role of Director of Recreation for the university. Twelve of the 38 respondents reported providing disability awareness training with the majority using the method of hands on training to implement such training. Lack of perceived need was the top reason for college/universities not to provide disability awareness training.
School of Physical Education
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Trammell, John K. "Development of the Postsecondary Student Survey of Disability-Related Stigma (SSDRS)." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/645.

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Qualitative interviews of college students with disabilities indicated that students were reporting significant discrimination and disability stigma effects. Until recently, however, no formal instruments had been developed specifically to measure disability stigma in college students. The purpose of this study was to develop the Postsecondary Student Survey of Disability-Related Stigma (SSDRS), a Likert-type scale that measured amount of perceived stigma in college students with disabilities. The SSDRS was patterned after similar instruments developed to measure race-related stigma and other forms of perceived social discrimination, and was designed to be administered through disability support service offices. The SSDRS consisted of five subscales: personal feelings, global events, academics, group identity, and personal relationships. The questionnaire was pilot tested at two schools, a small, private liberal arts college and a medium-sized, urban community college (n=85). A preliminary exploratory factor analysis and reliability analysis suggested minor changes to the instrument. The pilot results also provided justification for further sampling and more formal analysis of the instrument with a larger data set. The scale was then administered to students with disabilities at a large urban research university. The results were similar to those from the pilot.After aggregating the data (N = 121), another exploratory factor analysis was conducted to identify the underlying structures measured by the instrument. The five subscales suggested by the literature were confirmed, and subscale reliability of scores improved. Analysis of the aggregate data also suggested the removal of several items that did not appear to function well in the instrument.The results of the study suggested that disability stigma is a significant issue for college students with disabilities. Disability support personnel at the postsecondary level could use an instrument like the SSDRS for benchmarking, analyzing the disability climate on campus, or designing specific student interventions. The results also suggested that the phenomenon of disability stigma is measurable, and worthy of future study.
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Hudson, Robyn Lynn. "The effect of disability disclosure on the graduation rates of college students with disabilities." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/24072.

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Previous studies on postsecondary graduation rates indicated that college students with disabilities have lower graduation rates than students without disabilities. As many college students do not disclose their disability to their institution upon enrollment, the effect of the timing of disability disclosure on graduation rates warranted examination. This study was a quantitative study of 14,401 undergraduate students at one large research university in the years 2002, 2003, and 2004, of which 423 had disabilities. Quantitative methods were used to conduct an exploratory analysis of the effect of disability, disability disclosure, disability-type and gender on graduation rates. A chi-square analysis revealed that students with disabilities had significantly lower six-year graduation rates than their peers. In addition, students with disabilities who disclosed their disability after their first year of enrollment had significantly lower six-year graduation rates than students with disabilities who disclosed within the first year of enrollment. Results of a multiple regression analysis showed that disability disclosure, disability-type, and gender accounted for 38% of the variance in the length of time to graduation. Finally, for every year that a student delayed disclosing a disability, the length of time to graduation increased by almost half a year. The implications of the study were discussed and recommendations for future research were made.
Ph. D.
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Ablaeva, Yelena, and Yelena Ablaeva. "Inclusion of Students with Disabilities in Study Abroad: Current Practices and Student Perspectives." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12426.

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While there has been an increase in the numbers of students studying abroad each year, the participation of students with disabilities remains low. As internationalization of higher education takes news steps, bringing along with it the myriad benefits of intercultural exchange, study abroad becomes an important and often required component of educational experience. This study explored the current practices and experiences of the inclusion of students with disabilities in study abroad programs. The interviews with 10 study abroad professionals, 5 students with disabilities, and 1 faculty reveal discrepancies in the perceptions of the current practices. In light of the findings of this research, I argue that the study abroad experience promotes higher levels of identity development for students with disabilities. I also propose recommendations to ensure the positive experience for both study abroad professionals and students with disabilities.
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Karabin, Beverly Lynn. "Student Engagement for College Students with the Hidden Disability of Orthostatic Intolerance." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1262881229.

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Dissertation (Ph.D.)--University of Toledo, 2009.
Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for The Doctor of Philosophy Degree in Higher Education." Bibliography: leaves 274-302.
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Huddleston, Robin. "Teaching Physical Education Skills to a Student with a Disability Through Video Modeling." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7510.

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Video modeling (VM) is a video-based intervention (VBI) that has been implemented with individuals with disabilities to teach various life and educational skills. It is a tool that allows learners to watch a target skill modeled on a pre-recorded video. The learner is able to re-watch a new skill as many times as needed, and the teacher is given the flexibility needed to work with multiple students while providing individualized instruction. The participant in this study was a 13-year-old male with a traumatic brain injury (TBI) and intellectual disability (ID). The participant was enrolled in a life skills class at his junior high school and received special education services under the classification of TBI. This study used a delayed multiple-baseline, across-skills design to examine increased consistency for completing different sports skills in physical education (PE), including a basketball chest pass, football forward pass, and soccer inside foot pass. VM was used successfully to increase task completion rates for all three sports skills. The participant was able to perform the basketball chess pass with 75% to 87.5% accuracy, and the football forward pass and soccer pass with 87.5% accuracy. Prior to the study he could only complete each skill with less than 25% accuracy. Future research is needed on larger samples to empirically demonstrate the efficacy of VM to improve PE skills for special needs students.
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Williams, Heidi Maria. "SUPPORT SERVICES FOR MAINSTREAM DEAF COLLEGE STUDENT WRITERS: THREE INSTITUTIONAL CASE STUDIES." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1397.

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This dissertation acknowledges the fact that research regarding deaf student writers at the post-secondary level is practically void. To initiate an avenue of research that is meant to foreground future research regarding support services for deaf college student writers, I set out to find how college institutions are serving deaf student writers through academic support services by designing three institutional case studies. The first goal of this project was to synthesize research on the topic of deaf college student writers by organizing existing literature relevant to deaf education and language acquisition. The second goal of this project was to generate descriptive portraits of three institutions by illustrating how the schools are serving deaf student writers. The synthesis of the literature, descriptive portraits of the institutions, and discussion of emergent themes revealed from my study will speak to how the fields of Deaf Studies, Disability Studies, and Rhetoric and Composition might proceed in order to make the most of support services for deaf student writers.
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Books on the topic "Student with combined disability"

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Cullen, Julie Berry. The impact of fiscal incentives on student disability rates. Cambridge, MA: National Bureau of Economic Research, 1999.

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Trudie, Hines, ed. 100 things every college student with a disability ought to know. Williamsville, NY: Cambridge Stratford, 2005.

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Koterba, Alan J. Inclusion: Including children with disabilities in public education : disability, need, accomodation : student guide. Winter Park, Fla: Teacher Education Institute, 2002.

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Vogel, Susan Ann. The college student with a learning disability: A handbook for college LD students, admissions officers, faculty and administrators. 2nd ed. [Springfield, Ill.?]: Illinois Council for Learning Disabilities, 1985.

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Knight, Joan. Starting over: A literacy program : a combined teaching manual and student textbook for reading, writing, spelling, vocabulary, and handwriting. Cambridge: Educators Publishing Service Inc., 1990.

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Church, Sandra J. The student with a physical disability in the regular classroom: A handbook for the classroom teacher and school counsellor. Regina, Sask: Research Centre, Saskatchewan School Trustees Association, 1991.

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Hilton, Davis, ed. Working with parents: Frameworks for collaboration. Milton Keynes: Open University Press, 1985.

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The military tradition. Edinburgh: Black & White, 2008.

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Montgomery, Daniel W. The military tradition. Edinburgh: Black & White, 2008.

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Weeks, Kent M. Managing student disability compliance. College Legal Information, 2002.

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Book chapters on the topic "Student with combined disability"

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Carroll, Stacey M., Carrie Morgan Eaton, and Marie Lusk. "The Student with a Sensory Disability: Anna Howard, a Deaf Nursing Student." In Disability as Diversity, 95–107. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55886-4_10.

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Neal-Boylan, Leslie, and Charlotte H. O’Connor. "The Student Using Medical Marijuana." In Disability as Diversity, 127–32. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55886-4_13.

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Taylor, Nichole L., Catherine Moore, and Suzanne Hawks. "The Student with Cancer: Marc Fernandez, a Fourth-Year Medical Student with Cancer." In Disability as Diversity, 55–65. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55886-4_6.

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Neal-Boylan, Leslie, Michelle D. Miller, and Jan Serrantino-Cox. "The Student with a Psychological Disability: Melanie Mathews, a Nursing Student with Suicidal Ideation." In Disability as Diversity, 109–16. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55886-4_11.

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Guillett, Sharron E., and Elizabeth Kane. "The Student with a Chronic Health Condition: Susan Nacht, a Nursing Student with Narcolepsy." In Disability as Diversity, 117–24. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55886-4_12.

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Connolly, Christopher D., Maya M. Hammoud, and Charlotte H. O’Connor. "The Student with a Physical Disability: Tammy Thomas, a Clinical Year Medical Student with Quadriplegia." In Disability as Diversity, 17–23. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55886-4_2.

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Neal-Boylan, Leslie, Patricia Lussier-Duynstee, and Jan Serrantino-Cox. "The Student with a Physical Disability: Sam Stone, a Nursing Student with a Missing Limb." In Disability as Diversity, 85–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55886-4_9.

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Perez, Rosemary J. "Disability Identities and Student Development." In Case Studies for Student Development Theory, 89–100. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429465611-8.

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Farrell, Michael. "Disability Memoirs and Student Voice." In Investigating the Language of Special Education, 75–90. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137434715_6.

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Argenyi, Michael S., Alicia Booth, and Christine Low. "The Student with a Sensory Disability: Conrad Barker, a Rising Third-Year Medical Student with Hearing Loss." In Disability as Diversity, 25–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55886-4_3.

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Conference papers on the topic "Student with combined disability"

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White, Emily. "Applying empirical learning progressions for a holistic approach to evidence-based education: SWANS/ABLES." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_6.

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Learning progressions have become an increasing topic of interest for researchers, educational organisations and schools as they can describe the expected pathway of learning within a content area to allow for targeted teaching and learning at all levels of ability. However, there is substantial variation in how learning progressions are developed and to what extent teachers can use them to inform their practices. The ABLES/SWANS tools (Students with Additional Needs/Abilities Based Learning and Education Support) are an example of how an empirical learning progression can be applied to support teachers’ ability to not only target teaching to a student’s zone of proximal development (Vygotsky, 1978), but also to plan, assess, and report on learning. Across Australia, these tools are used to help of thousands of teachers of students with disability to make evidence-based teaching and learning decisions and demonstrate the impact of their work with students. This approach, which scaffolds student achievement towards goals informed by an empirical learning progression, combined with reflective teaching practices, can help teachers to develop their capacity as professionals and provide the most effective teaching and learning for every student, regardless of the presence of disability or additional learning need.
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Furdui, Emilia. "Distance learning - disability in the development of student relationships." In Comparative and International Education – 2021: Education Innovations in the context of European Integration and Globalisation. Krok, 2021. http://dx.doi.org/10.32405/978-966-97763-9-6-2021-52-53.

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Druzovec, Marjan, Vladka Kozuh Ledinek, Marko Holbl, and Tatjana Welzer. "Case study of a student with a disability — A personalised approach." In 2014 Information Technology Based Higher Education and Training (ITHET). IEEE, 2014. http://dx.doi.org/10.1109/ithet.2014.7155713.

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Zain, Nor Zuhaidah Mohamed, Murni Mahmud, and Azizzeanna Hassan. "Utilization of mobile apps among student with learning disability from Islamic perspective." In 2013 5th International Conference on Information and Communication Technology for the Muslim World 2013 (ICT4M). IEEE, 2013. http://dx.doi.org/10.1109/ict4m.2013.6518889.

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Mishra, N. R., and R. K. Chavhan. "Effectiveness of mobile learning on awareness about learning disability among student teachers." In 2012 International Conference on Technology Enhanced Education (ICTEE). IEEE, 2012. http://dx.doi.org/10.1109/ictee.2012.6208633.

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Neveu, Caroline, Katie Pavoni, and Lynette Harper. "SC36 ‘working together to learn together: a high fidelity interprofessional simulation between student paramedics and student learning disability nurses’." In Abstracts of the Association for Simulated Practice in Healthcare 9th Annual Conference, 13th to 15th November 2018, Southport Theatre and Convention Centre, UK. The Association for Simulated Practice in Healthcare, 2018. http://dx.doi.org/10.1136/bmjstel-2018-aspihconf.59.

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Lister, Kate, Elaine McPherson, Tim Coughlan, Anne-Marie Gallen, and Victoria Pearson. "TOWARDS INCLUSIVE LANGUAGE: EXPLORING STUDENT-LED APPROACHES TO TALKING ABOUT DISABILITY-RELATED STUDY NEEDS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0422.

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Montalvo, Gemma, Gloria Quintanilla, Fernando E. Ortega-Ojeda, Carmen García-Ruiz, Pablo Prego-Meleiro, Carmen Figueroa Navarro, Begoña Bravo-Serrano, et al. "Peer actions for a service learning project to prevent drug-facilitated sexual assaults." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11313.

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The service-learning methodology combines active learning processes and community service. This service-learning experience was performed using an interdisciplinary and cross plan. The teachers made a horizontal coordination in the courses, and a vertical coordination in subjects of the Degrees involved. This allowed working together in the students’ curricular training process. It also permitted covering various specific skills, as corresponds to the different subjects, whilst optimizing the students’ workload. The service addressed the problem of drug-facilitated sexual assaults (DFSA) in the youth leisure nightlife. DFSA is the temporary disability of a person caused by a decrease in her/his volitional and cognitive abilities due to the voluntary or involuntary consumption of a psychoactive substance. An active learning about the problem was encouraged in the classroom, focused on recognizing myths, attitudes, and risk situations. The service-learning actions to the community was based on an anonymous survey conducted among the students, which dealt with the problem. The Service Learning was stimulated through the design, planning and development of activities aimed at gaining social awareness of the existing problem while favouring peer learning processes. The students undertook awareness actions at different levels, spreading their message by means of social networks, high school workshops, and information stands on the street.
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Johnny Koh Siaw Paw, Chong Kok Hen, Koo Wai Yan, and Yong Sue Ann. "Improved combined mutation clonal selection algorithm." In 2012 IEEE Conference on Sustainable Utilization and Development in Engineering and Technology (STUDENT2012). IEEE, 2012. http://dx.doi.org/10.1109/student.2012.6408402.

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Gómez-Puerta, Marcos, and Esther Chiner. "THE EFFECTS OF INTERNET USE BY PEOPLE WITH AND WITHOUT INTELLECTUAL DISABILITY: STUDENT TEACHERS’ PERSPECTIVES." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end101.

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Reports on the topic "Student with combined disability"

1

Armour, Philip, and Melanie Zaber. Does Student Loan Forgiveness Drive Disability Application? Cambridge, MA: National Bureau of Economic Research, February 2020. http://dx.doi.org/10.3386/w26787.

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Cullen, Julie Berry. The Impact of Fiscal Incentives on Student Disability Rates. Cambridge, MA: National Bureau of Economic Research, June 1999. http://dx.doi.org/10.3386/w7173.

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Prysyazhna-Gapchenko, Julia. VOLODYMYR LENYK AS A JOURNALIST AND EDITOR IN THE ENVIRONMENT OF UKRAINIAN EMIGRATION. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11094.

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In this article considered Journalistic and editorial activity of Volodymyr Lenika (14.06.1922–02.11.2005) – one of the leading figures of Ukrainian emigration in Germany. First outlined basic landmarks of his life and creation. Journalistic and editorial activity of Volodymyr Lenik was during to forty years out of Ukraine. In the conditions of emigration politically zaangazhovani Ukrainians counted on temporality of the stay abroad and prepared to transference of the created charts and instituciy on native lands. It was or by not main part of conception of liberation revolution of elaborate OUN under the direction of Stepan Banderi, and successfully incarnated in post-war years. Volodymyr Lenik, executing responsible commissions Organization, proved on a few directions of activity, which were organically combined with his journalistic and editorial work. As an editor he was promotorom of creation and realization of models of magazines «Avangard», «Krylati», «Znannia», «Freie Presse Korespondenz», newspapers «Shliakh peremogy». As a journalist Volodymyr Lenik left ponderable work, considerable part of which entered in two-volume edition «Ukrainians on strange land, or reporting, from long journeys». Subject of him newspaper-magazine publications directed on illumination of school, youth, student, cultural, scientific problems, organization and activity of emigrant structures, political fight of emigration, to dethronement of the antiukrainskikh Moscow diversions and provocations. Such variety of problematic of works of V. Lenika was directed in the river-bed of retaining of revolutionary temperament in the environment of diaspore, to bringing in of it to activity in public and political life. Problematic of him is systematized publicism and journalistic appearances, which was inferior realization of a few important tasks, namely to the fight for Ukrainian independence in new terms, cherishing and maintainance of national identity, counteraction hostile soviet propaganda. On an example headed Volodymyr Lenikom a magazine «Knowledge» some aspects are exposed him editorial trade.
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