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Disability Higher Education, Libraries, Teaching and Learning Bibliography December 2018/Jan 2019

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Disability Higher Education, Libraries, Teaching and Learning Bibliography December 2018/Jan 2019

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Disability Higher Education, Libraries, Teaching and Learning Bibliography December 2018/Jan 2019

  1. 1. Disability- higher education, libraries, teaching and learning. Bibliography December 2018/January 2019 Teachingand Learning Drewry, E (2019, January 31) Universities Offer Disability Support, but Finding it is Another Matter Retrieved from: https://www.theguardian.com/education/2019/jan/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 with Disabilities. Disability & Society.33 (8) 1372-1376. DOI: 10.1080/09687599.2018.1480263. 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 Stigma 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- z/commons-select/petitions-committee/inquiries/parliament-2017/online-abuse-17- 19/ 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?
  2. 2. 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 Incidents. Children & Schools, 41 (1), 17-24 DOI: 10.1093/cs/cdy025 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 interventions. Assistive Technology 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- more-accessible-website/ 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- students-dyslexia. 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
  3. 3. 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? ADHD 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 https://www.jahonline.org/article/S1054-139X(18)30657-8/fulltex 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. Autism McLeod J; Meanwell E.; Hawbaker A. (2019) The Experiences of College Students on the Autism Spectrum: a Comparison to their Neurotypical Peers 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
  4. 4. 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 adults. 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. Wellbeing/ MentalHealth 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 DOI: 10.1080/07448481.2018.1451869 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
  5. 5. 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. DOI: 10.1080/0142159X.2018.1426842. 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
  6. 6. Compared to their Community Peers Using a National Longitudinal Survey. Studies in Higher Education. 44 (1), 185-200. DOI: 10.1080/03075079.2017.1356281. 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 DOI: 10.1080/10911359.2018.1470953. 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 Students. 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
  7. 7. 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 https://www.theguardian.com/education/2019/jan/23/postgraduate-pressure- expectations-can-feel-impossible-to-sustain 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 DOI: 10.1080/07448481.2018.1456443. 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 DOI: 10.1080/07448481.2018.1454930. 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
  8. 8. 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

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