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Disability and Equity in Education Commons™
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Articles 1 - 7 of 7
Full-Text Articles in Disability and Equity in Education
Students’ Experiences When Using Real-Time Automated Captions And Subtitles In Live Online Presentations: A Phenomenological Study, Anymir Orellana Ed.D., Elda Kanzki-Veloso Ph.D., Georgina Arguello Ed.D., Katarzyna Wojnas
Students’ Experiences When Using Real-Time Automated Captions And Subtitles In Live Online Presentations: A Phenomenological Study, Anymir Orellana Ed.D., Elda Kanzki-Veloso Ph.D., Georgina Arguello Ed.D., Katarzyna Wojnas
The Qualitative Report
According to the Universal Design for Learning (UDL) framework, as a text-based alternative to auditory information in videos or presentations, captions can make the content equally accessible, and multilingual subtitles can promote a cross-linguistic understanding of the content. We conducted a phenomenological study to understand the common meaning of the participants’ experiences when using real-time automated captions/subtitles during live online class presentations. Twenty-four remote student participants were placed in three study groups. All participants were fluent in spoken and written English, eight could read in one or more additional languages, and none had a hearing disability. We used Microsoft PowerPoint …
Inclusion Of Sexual Orientation And Gender Identity (Sogi) Cultural Competence In Higher Education Healthcare Programs: A Scoping Review, Kristin Willey, Jennifer K. Fortuna, Jessica Guerra, Amanda Gross, Samantha Turner, Tara Grant, Betsy Williams
Inclusion Of Sexual Orientation And Gender Identity (Sogi) Cultural Competence In Higher Education Healthcare Programs: A Scoping Review, Kristin Willey, Jennifer K. Fortuna, Jessica Guerra, Amanda Gross, Samantha Turner, Tara Grant, Betsy Williams
Internet Journal of Allied Health Sciences and Practice
Purpose: Lack of sexual orientation and gender identity (SOGI) cultural competence in healthcare providers contributes to poor health outcomes in individuals who are lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual, and more (LGBTQIA+). However, SOGI is often overlooked in healthcare education. Existing research shows educational programs in the nursing, medical, and pharmacy professions are incorporating cultural competence training into the curricula. Few studies have explored how SOGI cultural competence is incorporated into occupational therapy (OT), physical therapy (PT), and speech-language pathology (SLP) curricula. Clear guidelines for training on SOGI cultural competence are lacking in these professions. It is …
"Agents Of Change" – Lessons Learned From The Nation’S First Undergraduate Civil Rights Advocacy Clinic, Kath E. Rogers, Olu K. Orange
"Agents Of Change" – Lessons Learned From The Nation’S First Undergraduate Civil Rights Advocacy Clinic, Kath E. Rogers, Olu K. Orange
Experiential Learning & Teaching in Higher Education
How can universities support their students in pursuing civil rights activism? In doing so, how can universities prioritize students from marginalized communities who are most affected by justice issues? This paper will explore lessons learned from the nation’s first civil rights clinic at the undergraduate level. Responding to the urgency of our time, the University of Southern California, Dornsife College, launched "Agents of Change: Civil Rights Advocacy Initiative” in January 2021 to support students in addressing civil rights challenges in the Los Angeles community. This paper will discuss the importance of the civil rights activism clinical model at the college …
Context-Responsive Equitable Strategies For Developing Gender-Responsive Curriculums In Nepal, Parbati Dhungana Ms, Roshani Rajbanshi, Lina Gurung
Context-Responsive Equitable Strategies For Developing Gender-Responsive Curriculums In Nepal, Parbati Dhungana Ms, Roshani Rajbanshi, Lina Gurung
Transformations
We argue that context-responsive equitable strategies support the development of a gender-responsive curriculum in the context of higher education in Nepal. This paper is our reflective journey of curriculum content analysis of the two Master’s programs (Mathematics and English) from an inclusive cultural perspective of gender which engaged us to explore the answer to the question- How can we develop a gender-responsive curriculum? Adapting inclusive cultural perspective and participatory design we engaged with students and faculties and management representatives in the process of gender mainstreaming through action-reflection cycles. Further, we braided discussion with poetry, that is, a poetic inquiry to …
Inclusion For A Student With Vision Impairment: “They Accept Me, Like, As In I Am There, But They Just Won’T Talk To Me.”, Jill L. Opie, Jane Southcott
Inclusion For A Student With Vision Impairment: “They Accept Me, Like, As In I Am There, But They Just Won’T Talk To Me.”, Jill L. Opie, Jane Southcott
The Qualitative Report
We explore the experiences of Nick, a secondary school student with vision impairment in an Australian mainstream school in this study, and we particularly focus on whether he perceived his education as inclusive. We have used Interpretative Phenomenological Analysis in this single individual case as this approach explores our participant’s understandings which may be revealed by close examination of mindful experiences. The “gem” spoken by Nick (pseudonym), our 16-year old participant, was “They accept me, like as in I am there, but they just won’t talk to me.” This statement summarises his sense of not belonging, of being other, and …
Life-Lines Of Spanish Students With Disabilities During Their University Trajectory, Noelia Melero, Anabel Moriña, Rosario López-Gavira
Life-Lines Of Spanish Students With Disabilities During Their University Trajectory, Noelia Melero, Anabel Moriña, Rosario López-Gavira
The Qualitative Report
The authors conducted this study at a Spanish university to find out what barriers and aids students with disabilities identified during their university trajectories. The authors used a biographical narrative method, and specifically, life histories. Our analysis concentrated on the life-lines and interviews, showing the histories of three students with disabilities. We analyzed data through a narrative system, approaching each life history separately and making a global analysis of it. The results section presents the university trajectory of three students with disability, Javier, Luz María and José Manuel. Each student made a personal narration of his own university experience in …
“It Helps If You Are A Loud Person”: Listening To The Voice Of A School Student With A Vision Impairment, Jill Opie, Jane Southcott, Joanne Deppeler
“It Helps If You Are A Loud Person”: Listening To The Voice Of A School Student With A Vision Impairment, Jill Opie, Jane Southcott, Joanne Deppeler
The Qualitative Report
Students with vision impairment who attend mainstream secondary schools in Australia may not experience education as an inclusive and positive experience. This study of one senior secondary student with vision impairment provides a rare opportunity to give voice and provide understandings of the experience from the perspective of the student. The research question that drove this study was: What is the experience of mainstream schooling for a student with a vision impairment? The participant in this Interpretative Phenomenological Analysis study was Edward (pseudonym), a student in his final year of secondary schooling. Edward encountered significant barriers to inclusion, specifically teaching, …