残疾学生指导工作人员:支持可扩展的学术发展,促进全纳教育

IF 1.5 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Mollie Dollinger, Lisa Hanna
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引用次数: 0

摘要

残疾学生是澳大利亚增长最快的平等群体,但他们仍然面临着成功和完成大学学业的障碍。在本文中,我们提出了一个可扩展的一对一教师和学生对话模型,将残疾学生定位为大学教职员工的导师。通过这样做,我们强调如何利用学生指导教师计划来支持全纳教育的学术发展。与传统方法(如学生体验调查)相比,该项目进一步提供了一种丰富的关系选择,以获取和利用学生的声音。最后,我们重申了创建全社区项目的重要性,以支持不同的学习者,促进学生和教职员工之间的真诚对话。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Students with disabilities mentoring staff: supporting scalable academic development for inclusive education
Students with disabilities are the fastest-growing equity cohort in Australia, and yet they continue to face barriers to their success and completion at university. In this paper, we present a scalable model for one-to-one staff and student dialogue that positions students with disabilities as mentors to university staff. By doing so, we emphasise how students mentoring staff programs can be harnessed to support academic development for inclusive education. The program presented further provides a relationship-rich alternative to accessing and leveraging student voice compared to traditional methods, such as student experience surveys. We conclude by reiterating the importance of generating whole-of-community programs to support diverse learners, which foster genuine conversations between students and staff.
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来源期刊
International Journal for Academic Development
International Journal for Academic Development EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
30.80%
发文量
35
期刊介绍: The International Journal for Academic Development ( IJAD) is the journal of the International Consortium for Educational Development. The purpose of IJAD is to enable academic/educational/faculty developers in higher education across the world to exchange ideas about practice and extend the theory of educational development, with the goal of improving the quality of higher education internationally. The editors welcome original contributions on any aspect of academic/educational/faculty development in higher and other post-school education (including staff development, educational development, instructional development and faculty development) and closely related topics. We define ‘academic development’ broadly, and you should read former editor Brenda Leibowitz’s recent paper, ‘Reflections on academic development: what is in a name?’ ( http://www.tandfonline.com/toc/rija20/19/4#.VMcX6_7oSGo) to make sure that your understanding of academic development marries with the general sense of the journal. We will NOT accept submissions on K-12 development or teacher education; primary/secondary/high school education in general; or the role that education plays in ‘development’ (economic growth, poverty reduction, environmental sustainability, etc.).
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