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Disability Higher Education, Libraries, Teaching and Learning Bibliography December 2018/Jan 2019
Disability- higher education, libraries, teaching and learning.
Bibliography December 2018/January 2019
Drewry, E (2019, January 31)
Universities Offer Disability Support, but Finding it is Another Matter
Abstract: When I started university, I had no clue what support there was. The
anxiety that comes with being a disabled student is intense
Inckle, Kay (2018)
Unreasonable Adjustments: the Additional Unpaid Labour of Academics
Disability & Society.33 (8) 1372-1376.
Abstract: Two recent contributions to this section have drawn attention to the barriers
which academics with disabilities have to navigate in academia where ableism "is
endemic" (Brown and Leigh, 2018: 4). Hannam-Swain (2018) highlighted the
additional intellectual, emotional and physical labour required of her as a disabled
PhD student, and Brown and Leigh (2018) queried "where are all the disabled and ill
academics?" However, Brown and Leigh primarily focus on those with invisible
"conditions" and the dilemmas raised by disclosure in a context where such
conditions negate academic status and credibility. In contrast, since my "disability" is
visible, I do not share the dilemma/"luxury" of secrecy. My presence announces my
status before me, and this negates my personhood altogether in academic settings.
It also places a burden of additional unpaid labour upon me which has significant
mental health and career impacts as well as violating principles of equality
Great Britain. House of Commons Petition Committee (2018)
Online Abuse and the Experience of Disabled People
Retrieved from https://www.parliament.uk/business/committees/committees-a-
Abstract: The Committee looked into the following questions:
What's the impact of online abuse, especially on people with disabilities?
Who’s responsible for protecting people from online abuse? Are technology
companies doing enough?
How well does the current law protect disabled people from online abuse? Does the
law need to be changed?
How should we define online abuse? Where’s the line between legitimate freedom of
expression, behaviour that is against the terms and conditions of social media sites,
and abuse that should be against the law?
What support is there for victims of online abuse?
The Committee heard from people with disabilities and other experts in the field.
Wells, M.; Mitchell,K. ; Jones,L (2019)
Peer Harassment among Youths with Different Disabilities: Impact of
Harassment Online, in Person, and in Mixed Online and In-Person
Children & Schools, 41 (1), 17-24
Abstract:This study examines how youths with different types of disabilities, mental
health diagnoses, and special education services experience peer harassment
victimization (PHV). This analysis examines how these youths experience
harassment that only occurs in person, only through technology, and both in person
and through technology ("mixed"). Data were collected as part of the Technology
Harassment Victimization study, a U.S. telephone survey of 791 youths, ages 10 to
20. Results indicate that compared with youths not reporting peer harassment,
youths diagnosed with depression were more likely to report a mixed mode form of
peer harassment, youths with a physical disability were more likely to report
harassment through technology, and youths with a learning disability were more
likely to report in-person harassment. The type of disability, diagnosis, or special
service among youths may be associated with unique vulnerabilities in terms of peer
harassment experiences. School social workers and other school personnel should
consider specific types of disabilities in assessing risks of PHV and in planning
Byrne, J. (2019)
Jim Byrne’s Guide To Creating A More Accessible Website
Retrieved from : https://jimbyrne.co.uk/download-jim-byrnes-guide-to-creating-a-
112 pages of practical help
Doyle, J (2019, February 15). [Web blog]. Note-taking Hacks for Students with
Dyslexia. Retrieved from https://abilitynet.org.uk/news-blogs/note-taking-hacks-
Abstract: For the average student note-taking can be challenging and laborious, but
for the estimated 10% of the student population that are dyslexic. the task is even
more so. In the 21st century technology has some great things to offer for students
looking to ‘hack’ their note-taking though, and OneNote, which is free to download on
Windows and iOS, really shines for its inclusivity.
Gregory, B. (2018, October 18) [Web blog] Designing for Cognitive Differences
Retrieved from https://alistapart.com/article/designing-for-cognitive-differences
Abstract: Inclusive design is designing to be inclusive of as many users as possible,
considering all aspects of diversity in users. With increased understanding,
compassionate discussions around how to design for disabilities are becoming
increasingly common in the web industry. But even with this growth, there are
misconceptions: accessibility is still frequently thought of as “design for blind people”
when it’s so much more than that. Users with limited motor functions and those who
are hearing-impaired require separate considerations, for instance. But accessibility
and inclusiveness also mean considering more than just physical symptoms. What
about users with cognitive differences like inattention, anxiety, and depression?
Rosenau, P.; Prichard, J. Berg, S.(2018)
180. Principle Component Analysis of A National Sample of Undergraduate Post-
Secondary Students With Adhd Reveals Significant Well-Being And Quality of Life
Concerns Unaddressed By Current Treatment
Journal of Adolescent Health 64(2) S92-S92
tAbstract: Attention Deficit Hyperactivity Disorder (ADHD) is estimated to impact
approximately ∼5% of college students and can profoundly affect this population due
to increasing independence and self-responsibility. Historically, studies of this
population have been limited in both sample size and scope, with research primarily
focusing on the cognitive dimensions and drug use comorbidities of the disorder.
Here, we use responses from a national dataset of college students in order to
integrate multiple epidemiological and health behavior psychological factors to create
a more comprehensive understanding of the health and well-being dimensions of the
disorder. This study, the first to examine ADHD in a national sample of college
students, is also unique in that it addresses the statistical problem of multicollinearity.
The results of this study will allow clinicians to pinpoint modifiable risk factors like
sleep hygiene and emotional regulation that can be employed to improve treatment
outcomes in college students with ADHD.
McLeod J; Meanwell E.; Hawbaker A. (2019)
The Experiences of College Students on the Autism Spectrum: a Comparison to their
Journal of Autism and Developmental Disorders, 2019, Feb 02 [Epub ahead of print]
Abstract: This study describes the academic, social, and health experiences of
college students on the autism spectrum as they compare to students with other
disabilities and their non-disabled, neurotypical peers. Data were from an online
survey of college students at 14 public institutions (N = 3073). There were few
significant differences between students on the spectrum and students with other
disabilities. Both groups of students reported significantly worse outcomes than
neurotypical students on academic performance, social relationships and bullying,
and physical and mental health. The findings suggest that some of the challenges
students on the spectrum face in college result from the stigma and social rejection
associated with disability rather than from the unique characteristics of autism
O'Neill S (2019)
Assistive Technology: Understanding the Needs and Experiences of Individuals with
Autism Spectrum Disorder and/or Intellectual Disability in Ireland and the UK.
Assistive Technology, 2019, Jan 22 [Epub ahead of print]
Abstract: Assistive technologies (ATs) aimed at improving the life quality of persons
with Autism Spectrum Disorder and/or Intellectual Disability (ASD/ID) is an important
research area. Few have examined how this population use and experience AT or
their vision for future uses of AT. The present study aimed to update and extend
previous research and provides insight from caregivers, and other stakeholders (n =
96), living in Ireland and the United Kingdom, on their experiences of assistive
technology (AT) for ASD/ID. Caregiver and professional responses to an anonymous
online survey showed that focus individuals were rated low in terms of independent
and self-management skills, with scheduling and planning and communication
identified as desirable future AT functions. Overall, positive experiences of AT were
reported, with AT use more than doubling in recent years.
Vincent, J (2019).
It’s the fear of the unknown: transition from higher education for young autistic
Autism. 2019, Jan 11 [Epub ahead of print]
Abstract: More young people with a diagnosis of autism are enrolling and
successfully completing higher education courses than ever before and this is set to
increase; however, while there is a burgeoning body of literature surrounding the
transition into this stage of education, there is a paucity of research that investigates
the transition as this population exit higher education. This exploratory qualitative
study is one of the first to identify the specific experiences of young autistic adults
making this transition, drawing on semi-structured interviews with 21 students and
recent graduates. Findings indicate that transition out of higher education is
challenging on both practical and psychological levels, manifested by feelings of
anxiety and loss. However, there is also evidence that the same phenomenon can
also be understood as a positive departure with important implications for identity
development. Findings are discussed in relation to future research and implications
for practice in higher education institutions.
Acharya, L.; Jin, Lan; C.(2018).
College Life is Stressful Today - Emerging Stressors and Depressive
Symptoms in College Students.
Journal of American College Health, 66 (7) 655-664
Abstract: Objective: The study identified important stressors associated with
depressive symptoms in college students across the subgroups of gender and
domestic/international status, and compared between-group differences across
stress levels. Participants: Data were collected from 631 undergraduate students
from October 2014 to March 2015. Methods: Participants completed an online
survey containing measures of stressors (Student-Stress-Survey), depressive
symptoms (CES-D scale), and demographics. Results: The mean CES-D score
(16.24) of sample indicated high depressive symptoms. International students
reported higher depressive symptoms than domestic students and students
identifying as female showed higher depression symptoms than male. Eight most
frequently occurring stressors experienced by over 50% of the sample were
identified as important; differences in stress levels across gender and
domestic/international status were discussed. Conclusions: This renewed look
reinforced that tailored and sustained efforts are needed to address the continued
prevalence of different stressors and associated depressive symptoms faced by
college students on US campuses.
Amass, H (2018)
Tes focus on... Positive Psychology.
Times Educational Supplement. 5321, 30-32
Abstract: The article focuses on field of study behind mindfulness interventions and
happiness assemblies aims to boost wellbeing and growth in initiatives designed to
make people happier. It mentions University of Buckingham has announced its
intention to use positive psychology and specialists to train pupils in everything from
practising meditation and fostering positive relationships. It also mentions
improvements to young people's mental health would be welcomed by teachers.
Chan,C.; Sum, M. (2018)
Adoption and Correlates of the Dundee Ready Educational Environment
Measure (DREEM) in the Evaluation of Undergraduate Learning
environments - a systematic review.
Medical Teacher. 40 (12) 1240-1247.
Abstract: Background: The Dundee Ready Educational Environment Measure
(DREEM) was specifically designed to measure the undergraduate medical
educational environment. This study seeks to review the adoption of DREEM
internationally, and its association with different learning contexts and learner factors
in order to better support our learners and facilitate future applications and research.
Method: A systematic literature review was conducted on all articles that adopted
and reported data using the DREEM from 1997 to April 2017. Results: Overall, the
majority of 106 included studies from over 30 countries were conducted in Asia and
Europe (76.4% of studies) within medical, dental, and nursing programs (86.8% of
studies). Seventy-nine out of 98 studies (80.6%) which reported DREEM scores
observed a mean total DREEM score within the range of "more positive than
negative" (101-150 out of maximum 200 points). Higher DREEM scores were
associated with better past academic achievement, quality of life, resilience, positive
attitudes towards course, mindfulness, preparedness for practice, less psychological
distress, and greater peer support. Conclusions: Future studies may want to
examine other correlates of DREEM such as coping styles, personality profiles,
burnout level, and DREEM scores can be incorporated into reviews of learning
environments to ascertain longitudinal changes following educational interventions
Cvetkovski, S.; Jorm, A..; Mackinnon, A. (2019)
An Analysis of the Mental Health Trajectories of University Students
Compared to their Community Peers Using a National Longitudinal Survey.
Studies in Higher Education. 44 (1), 185-200.
Abstract; This study examines the mental health trajectories of future/current
undergraduate university students relative to their age-matched community peers
from the ages of 15 to 21. It analysed data from the Household, Income and Labour
Dynamics in Australia survey. The sample comprised 442 students and 1292 peers.
Mental health was assessed with the five-item Mental Health Inventory from the
Short Form 36. The results showed that students generally had better mental health
than their peers. This was largely associated with better parental mental health and
socio-economic position. However, the models also revealed reductions in the
mental health of students relative to their peers at ages prior to major transitions in
their student careers. This study contributes to the literature on university student
mental health by comparing the mental health trajectories of students with their
community peers and by identifying the ages when student mental health
programmes may be of most benefit
Feng, X; Mosimah, C.; Sizemore, G; (2019)
Impact of Mindful Self-care and Perceived Stress on the Health
Related Quality of Life Among Young-adult Students in West Virginia.
Journal of Human Behavior in the Social Environment. 29 (1), 26-36
Abstract: There are substantial gaps in research on Health Related Quality of Life
(HRQoL) in students aged 18 and above in West Virginia. The purpose of this study
is to explore the associations between mindful self-care, perceived stress, and the
HRQoL in this population. We conducted a cross-sectional study between March and
April 2017. We included participants who were students, aged 18 years and above,
living in West Virginia and were able to answer online questions in English. Data was
obtained from an online survey using a structured questionnaire, including the
SF12v2®, mindful self-care scale- SHORT, and Perceived Stress Scale (PSS)-10.
We applied linear regressions to determine the predictors of HRQoL (physical health
and mental health) using SF12v2®. 194 participants met the inclusion criteria of the
study. Mindful self-care was negatively associated with perceived stress. Better
mindful self-care mediated the relationship between perceived stress and
psychological well-being, controlling for gender, age, race, marital status, education
level, annual household income, and chronic disease status. Perceived stress and
mindful self-care were not related to the physical well-being. Better mindful self-care
may safeguard against perceived stress among students aged 18 years and above.
Our findings in this study recommend more mindfulness-based interventions
targeted to this subpopulation to improve psychological well-being.
Poole, H.; Khan, A.; Agnew, M. (2018)
Stressing in the Fall: Effects of a Fall Break on Undergraduate
Canadian Journal of Higher Education, 48 (3) 141-164
Abstract: Universities across Canada are responding to increasing levels of student
stress and mental illness by introducing a fall break. However, scant research has
investigated the effectiveness of this intervention. Our team assessed perceived
stress and the number of stressors experienced by students at McMaster University
using established self-report stress questionnaires, comparing stress before and
after the break. We found that despite the widespread expectation that a fall break
will decrease student stress, the effects of this intervention are not straightforward.
Students experienced fewer stressors after the break than before it, but experienced
higher levels of overall stress. Additionally, stress varied according to several
demographic variables, revealing some groups to be at higher risk for stress-related
problems. Given the widescale adoption of fall breaks, we hope that this
investigation can initiate dialogue about the importance of evidence-based decisions
in the development of stress-reduction interventions for Canadian university students
Postgrad Pressure: 'the Expectations Can Feel Impossible to Sustain'
Guardian (2019, January 23). Retrieved from
Voth Schrag, R.; Edmond, T.
Intimate Partner Violence, Trauma, and Mental Health Need Among
Female Community College Students.
Journal of American College Health. 66 (7), 702-11
Abstract: Objective: The impact of interpersonal violence on college students has
received considerable attention, yet no studies have been conducted among
community college students, who comprise 40% of all American college students,
and have unique risk factors and needs. Community College students are more likely
to be women, people of color, working, parenting, and first generation college
students. Participants: Data were collected from a simple random sample from four
community colleges (n=435). Methods: A cross-sectional quantitative survey was
used to assess the extent of intimate partner violence, trauma exposure, sexual
violence, and associated mental health consequences among female students.
Results: Over 27% of participants reported IPV in the past year, while 25% reported
sexual assault and 34% reported other uncomfortable sexual experiences in their
lifetime. Nearly 20%of participants were currently reporting PTSD symptoms.
Conclusions: Community Colleges should work with service providers to build their
capacity to respond to students' needs.
Yang,S; Lin,C; Huang, Yueh-Chu; C (2018)
Gender Differences in the Association of Smartphone Use with the
Vitality and Mental Health of Adolescent Students.
Journal of American College Health. 66 (7) 693-701
Abstract: Objective: The present study examined variations in the degree of
smartphone use behavior among male and female adolescents as well as the
association between various degrees of smartphone use behavior and the vitality
and mental health of each gender. Participants: A total of 218 adolescents were
recruited from a junior college in September 2014. Methods: All the participants were
asked to answer questionnaires on smartphone use. Results: The findings showed
that adolescent females as compared with adolescent males exhibited significantly
higher degrees of smartphone dependence and smartphone influence. Positive
correlations were observed between the duration of smartphone use on weekends
and the vitality/mental health of the male adolescents; negative correlations were
found between smartphone dependence and the vitality/mental health of males.
Conclusion: The findings demonstrate that adolescent females are deeply affected
by their smartphone use. Smartphone dependence may decrease the vitality and
mental health of male adolescents