ethanporcaro/eric-fulltext-meta huggingface dataset:
University Student Experiences of Disability and the Influence of Stigma on Institutional Non-Disclosure and Learning
Author: Grimes, Susan
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Experience,Students with Disabilities,Labeling (of Persons),Attitudes toward Disabilities,Stereotypes,Disclosure,Undergraduate Students,Academic Achievement,Social Support Groups,Help Seeking,Employment Potential,Mental Disorders,Foreign Countries,Disability Discrimination

A research project at an Australian regional university reframed &quot;disability&quot; by defining the diagnosis of a disability with an impact on learning as a &quot;learning challenge.&quot; Using the terminology of &quot;learning challenge,&quot; an anonymous, online survey found there was a significant number of students who chose institutional non-disclosure and excluded themselves from legally mandated support for learning. Using a sample of 111 students from this previously hidden group, qualitative analysis was performed on their stated reasons for non-disclosure using the conceptual lens of stigma mechanisms and theories at individual, situational, and institutional levels. This research found that internalised stigma is most common for students living with mental health issues (n=97), who anticipate discrimination and prejudice should disclosure be made. Further analysis for this group found students described stigma as having effected learning through poorer academic outcomes, reduced social support and academic help-seeking, and a perception that future professional identities excluded those living with mental health issues. Non-disclosure was perceived by students to be necessary to protect them from being discredited within their learning environment and, for some, in future employment. Structural elements of stigma, such as the qualification of disability and process of disclosure, were seen to be barriers. Perceived discrimination and the desire to protect students' ideal identity (not disabled) were also described. Institutions may find these results useful to develop changes that will result in improved academic outcomes, retention, and completion for students living with disability and stigma.
Audio Description as a Collaborative and Reflexive Tool (Practice Brief)
Author: Thomson, Elizabeth A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Blindness,Nonprint Media,Assistive Technology,Arts Centers,Accessibility (for Disabled),Cooperation,Artists,Program Effectiveness

With approximately six million people who are blind, between the ages of 16-75+ years of age in the U.S., audio description (AD) is one way to increase people with disabilities' access when visual images are involved (American Council of the Blind, 2019). Snyder (2014) described AD as a verbal description of a program (i.e., performing arts, films, cultural events). Furthermore, AD is distinct from an art label, photo caption, or an audio tour offering more than context, but actual description of the situation (Thomson, 2017). In some cases, AD is available at art and cultural museums. This paper imagines AD as a collaborative and reflexive tool for college artists, AD practitioners, blind communities, and gallery curators. This collaborative practice is important because the outcomes can increase shared access accountability, offer participating artists reflexivity, and increase the level of AD accuracy for people with visual impairments.
A National Survey of U.S. Social Studies Teacher Educators&apos; Professional Habits and Preferences
Author: Waters, Stewart
Date: 2020-00-00
Type: Journal Articles
Subjects: National Surveys,Teacher Surveys,Social Studies,Teacher Educators,Educational Practices,Preferences,Teacher Researchers,Qualitative Research,Research Methodology,National Organizations,Periodicals,Scholarship

Social studies teacher educators represent a small subset of higher education faculty in the United States. However, within this small subset exist a great deal of diversity in terms of habits and preferences of social studies educators. The purpose of this quantitative study was to examine the types of research studies most commonly being conducted by social studies teacher educators, preferred research methods, professional organization affiliations, and preferred publication outlets. Findings revealed that social studies teacher educators in the U.S. most commonly conduct qualitative research studies focusing on the secondary (6-12) level. Additionally, insights are provided into which national organizations and journals are most popular among social studies teacher educators in the United States. This study will provide teachers, educators, and scholars from around the world with valuable information regarding the current state of social studies teacher educators' professional preferences in the United States.
An Integrated Teaching Tolerance in Learning History of Indonesian National Movement at Higher Education
Author: Utomo, Cahyo Budi
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Prosocial Behavior,History,Cultural Pluralism,History Instruction,Undergraduate Students,Universities,Ethnography,Grounded Theory,Nationalism,Social Attitudes,Conflict,Violence,Ideology,Knowledge Level,Ethnic Groups,Religion,Cultural Background,Foreign Countries

This study aims to develop students' knowledge of tolerance through learning the history of the Indonesian national movement in multicultural classes. The research questions are: (1) what kinds of tolerance knowledge are perceived as tolerance or intolerance deeds by undergraduate history students at Universitas Negeri Semarang? (2) How are tolerance behaviors performed as tolerance or intolerance deeds by the undergraduate history students? and (3) What factors are perceived to contribute tolerance or intolerance deed by the undergraduate history students? This research was conducted using an ethnographic design with Grounded Theory. The research involved 25 students of the History Education Undergraduate Program at Universitas Negeri Semarang as participants. Data were collected through in-depth interviews and observation. The correctness of the data was checked using triangulation and member check techniques. The results of the study are: (1) tolerance is defined as knowledge that is rooted in the history of the Indonesian national movement, and the basis for the establishment of the independence of Indonesia, however, intolerance is a historical idea, emerging as the egoism of certain groups in the form of sentiment and violence; (2) an attitude of tolerance is not only respecting diversity but also caring for and maintaining it to become knowledge that must belong to every individual. Intolerance is an attitude that leads to disintegration and conflict, its activities are coercive and followed by violence; and (3) factors that contribute to the development of tolerance are Pancasila ideology, multiculturalism, and historical knowledge. Hence, this study concludes that tolerance is seen as an idea that views humans from any ethnic, cultural, and religious background as having equality seen from the perspective of nationality and humanity.
The Engagement of Learning Management on Civic Education for Civic Disposition Building in Senior High School
Author: Sarkadi
Date: 2020-00-00
Type: Journal Articles
Subjects: Civics,Citizenship Education,Citizenship Responsibility,High School Students,High School Teachers,Principals,Administrator Attitudes,Teacher Attitudes,Student Attitudes,Student Development,Learning Processes,Discovery Learning,Problem Based Learning,Civil Rights,Instructional Effectiveness,Public Schools,Foreign Countries

The implementation of the curriculum in Indonesia has an impact on the engagement of learning management in civic education in senior high school. Adjustment of the learning process is made by civic education teachers to build civic disposition in students. The purpose of this study is to describe the learning management in civic education to be achieved more effectively, efficiently, and productively. This study uses a qualitative method. Data was collected by interviews with 14 civic education teachers, 10 senior high school students, and two senior high school principals in Jakarta. Interviews were conducted for 120 minutes 3 times before and after the learning process took place. To present display data in qualitative research with narrative-evoking texts. The results of this study indicate that to be able to build civic disposition, civic education teachers should apply learning plans, learning implementations, and learning evaluations. Therefore, students can be responsive and proactive to the material taught. Civic disposition helped students understanding the material of human rights and the obligations of citizens in the life of the nation and state. To improve students in civic disposition building, teachers must start learning by using management. Based on theoretical practice, the teacher can improve learning innovation to build civic disposition with learning media and good learning strategies. On the other side, students able to show the attitude of civic disposition in the community.
Philosophers&apos; Debt to Their Students: The South African Case
Author: Matolino, Bernard
Date: 2020-00-00
Type: Journal Articles
Subjects: Philosophy,Teaching Methods,Individual Development,Transformative Learning,Activism,Student Attitudes,Social Change,Foreign Policy,Teacher Student Relationship,Teacher Responsibility,Foreign Countries,Fees,College Students,Educational Change,Curriculum Development

Philosophy teachers owe their students a little more than mere formal instruction of topics popular in philosophy. What they owe their students is largely influenced by philosophy's claims to be a discipline that is principally dedicated to the study and fostering of wisdom. Therefore, there is an obligation to be wise on the part of philosophy teachers so that they can deliver that wisdom. A big part of this would involve a sort of transformation in knowledge and character that the teachers themselves must go through as a result of engaging in philosophy. Such transformation will not only show in ways that philosophers live their private lives, as wise people, but will certainly show in the topics they teach their students and how they help their students to wisely respond to their environment through an enlightened, relevant and empowering curriculum. If philosophers fail at this task, they will only dispatch fragmented pieces of information about philosophical topics and method that are of no use to their students. If philosophers are unable to see the shortcomings of this approach, then they can just as well count themselves unfit to be called (wise) teachers but technical philosophers. The fees must fall and Rhodes must fall movement coupled with demands for decolonisation, caught philosophers underprepared for such demands from students. Hence, in this article, I seek to examine the legitimate demands for transformation of the curriculum and how philosophical instruction in the country contributed to this protest, which eventually was caricatured in some sections as unreasonable. I argue that beyond what appears as unreasonable demands by students, there is an obligation by philosophy teachers to be responsible and responsive to the students' context in what they teach.
Towards a Humane Community: The Search for Disability Justice in Higher Education through African Moral Thinking
Author: Masitera, Erasmus
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,African Culture,Social Justice,Disabilities,Ethics,Collectivism,Indigenous Knowledge,Higher Education,Role of Education,Inclusion,Attitudes toward Disabilities,Attitude Change,Social Attitudes,Social Responsibility

Background: The central claim of this article is that African disability justice is possible through analysing, re-examining and reimagining realities that distort and disempower the being of individuals with disabilities. Aim: In this article, I argue for an African disability justice. Methods: I do this by establishing that higher education ought to produce citizens who are responsive and are able to reinvent Africa through the idea of (community) serving. I borrow these ideas from the African ethical thinking and practice of relational attitude and communal living. Setting: In traditional African thinking, as informed by Ubuntu [I am, because you are] social thinking, disability was recognised and respected. Results: I, therefore, develop the concept of reflective-creative education (RCE) as carrying this African ethos for social justice (responsive and enabling citizens) towards members with disabilities. In that endeavour, African higher educational institutes ought to prepare and empower Africans to be responsive and to enable others to live confidently and inclusively in transformed communities that address the needs of citizens. Conclusion: In this way education becomes a tool (RCE) for changing attitudes and developing citizens to be proactive in building better communities to live in.
Autonomy Supportive Classrooms and Wellbeing in College Students with Psychiatric Disabilities
Author: O'Shea, Amber
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Mental Disorders,Students with Disabilities,Well Being,Classroom Environment,Personal Autonomy,Quality of Life,Predictor Variables,Stress Variables,Mental Health,Anxiety,Check Lists,Depression (Psychology),Symptoms (Individual Disorders)

Research has shown that students' experiences of autonomy within the classroom impact important outcomes related to student engagement, academic success, and wellbeing. Very little is known, however, about this relationship among students with psychiatric disabilities in postsecondary settings. Given the increasing number of students entering higher educational institutions with a psychiatric disability, and the increased risk this subpopulation of students has for experiencing issues related to health, wellbeing, and participation, research that further investigates the relationship between classroom experiences of autonomy and wellbeing among college students with psychiatric disabilities is warranted. The purpose of the current study was to examine the relationship between perceived support for autonomy in the college classroom and indicators of health and wellbeing among college students with psychiatric disabilities. Findings indicate that increases in perceived autonomy support in the classroom predicted higher levels of quality of life and recovery, and lower levels of distress from psychiatric symptoms. Implications for research and practice are discussed.
Virtual Self-Advocacy Training Development for Freshmen Students with a Documented Learning Difference (Practice Brief)
Author: Russell, Morgan L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Advocacy,College Freshmen,Students with Disabilities,Learning Disabilities,Virtual Classrooms,Video Technology,Academic Accommodations (Disabilities),Student Rights,Communication Skills,Program Effectiveness,Federal Legislation,Civil Rights Legislation

Using the definition of self-advocacy from M. E. Skinner (1998) as the conceptual framework, and the Self-Advocacy and Conflict Resolution Training developed by Palmer and Roessler (2000) as the foundation, the researchers solicited feedback on the construction of an abbreviated virtual self-advocacy training for traditional freshmen college students with a learning difference with pre- and post-survey data collected at three, four-year public institutions. The purpose of the Keys to Self-Advocacy Training developed for this study was to provide a program to help address the challenges these students encounter while navigating the postsecondary disability accommodation process to gain access to appropriate academic accommodations needed for degree completion. The term &quot;learning difference&quot; was used in the training and this brief as a means to promote positivity around disability terminology. Students participating in this particular training demonstrated improvement in self-advocacy knowledge ([delta]=0.33-1.00) after viewing one of the training videos.
Supporting Students with ASD on Campus: What Students May Need to Be Successful (Practice Brief)
Author: Rowe, Tara
Date: 2020-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Autism,Pervasive Developmental Disorders,College Students,Interpersonal Competence,Skill Development,Career Development,Independent Living,Mentors,Student Needs,Grade Point Average,Academic Persistence,Program Effectiveness

The growing number of students with Autism Spectrum Disorder (ASD) in postsecondary education requires accommodations beyond typically provided supports in order to ensure success. However, most campuses lack support services provided in addition to general accommodations. A supplemental support program within a public university was developed to provide social skills, career development skills, and independent living skills to matriculating students with ASD. Program participants are provided with a mentor to work towards self-identified goals throughout the semester. In order to gain better understanding of individual student needs, a baseline survey was developed to assess strengths and needs of incoming students from the individual student perspective. The baseline was completed by 20 students in 2017-2018, providing program staff assistance, guidance, and support based on feedback from individual students. Increased GPAs as well as First Time In College (FTIC) retention rates were observed after one year. Observed outcomes included increased student participation and campus engagement for participants. Implications and recommendations for future use are discussed.
Aided by Extant Data: The Effect of Peer Mentoring on Achievement for College Students with Disabilities
Author: Lombardi, Allison
Date: 2020-00-00
Type: Journal Articles
Subjects: Peer Teaching,Mentors,Students with Disabilities,College Students,Program Effectiveness,Academic Achievement,Private Colleges,Grade Point Average,Academic Probation,Intervention,Autism,Pervasive Developmental Disorders,Attention Deficit Hyperactivity Disorder

While peer mentor programs for students with disabilities in higher education are increasing in prevalence, the research examining the effectiveness of these programs remains limited. In this study, the effect of one college peer mentoring program on academic performance at a small, private four-year university was examined. The sample was drawn from all students registered with the Office of Disability Services (n = 287), some of whom participated in a peer mentoring intervention as well as a comparison group comprised of non-participants. In light of the observational nature of the data, propensity score weighting and matching were used to adjust for possible confounding variables and to explore robustness to different methodological approaches. Logistic and linear regression methods were used to examine the effect of peer mentoring on academic probation status and grade point average (GPA), respectively, while incorporating propensity score-based adjustments. There were no significant differences between the intervention and comparison groups for either outcome; however, intervention group students had a statistically significantly higher number of accommodations available to them. The study illustrates that extant data, when used in conjunction with appropriate statistical adjustments, is a viable alternative to randomized studies. Implications for higher education researchers and practitioners are discussed, including suggestions to collect various types of non-academic data (e.g., satisfaction, well-being, self-determination surveys) as well as examine structural factors of the program (e.g., mentor-mentee relationships, mentor training) in order to better understand the possible benefits of peer mentor programs and the need for collaborative partnerships between disability services, student affairs, researchers, and institutional research staff.
Evidence-Based Social Skills Curricula for Adolescents with Autism and Developmental Disabilities: A Literature Review
Author: Tuttle, Malti
Date: 2020-00-00
Type: Journal Articles
Subjects: Adolescents,Autism,Pervasive Developmental Disorders,Developmental Disabilities,Interpersonal Competence,Skill Development,Evidence Based Practice,Intervention,School Counseling,Cooperation,School Counselors

A literature review of evidence-based social skills curricula that support adolescents with autism and developmental disabilities (ASD/DD) is presented. This article provides an overview of peer-reviewed articles and evaluation of the feasibility of implementing evidence-based interventions for social skills within the academic setting for adolescents in need of such interventions. The intent of this article is inform school counselors of these resources and curricula.
Beyond &quot;Muamalah&quot; Principles in Digital Payment Education and Its Impacts on Corruption Prevention in Indonesian Public Sectors
Author: Abidin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Deception,Prevention,Social Studies,Public Sector,Computer Use,Financial Services,Social Behavior,COVID-19,Pandemics,Outcomes of Education,Ethics,Computer Literacy,Information Literacy,Participation,Resilience (Psychology)

Covid-19 global pandemic has extensively affected various dimensions in life and changed socioeconomic behavior in society. In line with this, the tremendous growth of digital technology has brought about a positive influence on social education and &quot;muamalah&quot; (literally &quot;transaction&quot;) activities due to, indirectly, the enactment of large-scale social restriction policy (LSSR) in the capital city of Indonesia: Jakarta. Consequently, digital transaction has increased immensely as digital technology ensures more safety and effectiveness. Furthermore, the policy has created new perspectives in social education towards the use of digital technology and societies are prompted to learn how to use it. Learning from the background, the authors employ the risk-need-responsive model (RNR model) and conditional approach in this study as a conceptual framework to reveal the impact of &quot;Muamalah&quot; social education on digital payments for corruption prevention for public services in Indonesia. In addition, quantitative research design is also applied in this study by distributing questionnaires to as many as 300 respondents in Jakarta randomly chosen as a sample. This study revealed that they were influenced by LSSR. Data collection techniques are questionnaires combined with literature studies. This research has a novelty as it attempts to fill the impact of &quot;Muamalah&quot; social education on digital payments for corruption prevention and is derived from people's responsiveness affected by Covid-19. The results revealed that although people were forced to use digital payments due to emergency conditions, in fact, social education has brought about major changes in social dynamics. The impact of &quot;Muamalah&quot; social education on digital payments has improved individual cognitive learning abilities, demonstrated more wise actions and changed social behavior for better life. Furthermore, the impact of &quot;Muamalah&quot; social education on the use of digital payments in preventing corruption or digital anti-corruption likely minimizes corrupt practices in the public service sector. This research is likely a useful reference for stakeholders, especially the government, as a blueprint for preventing corruption by considering aspects of social education and the growing &quot;Muamalah&quot; principle of digital payments in society.