Examining the tension between academic standards and inclusion for disabled students: the impact on marking of individual academics' frameworks for assessment

Moving Towards Inclusive Learning and Teaching: A Synthesis of Recent Literature

“…This emphasis on flexibility and on students working with faculty to shape their distinctive assessment paths also underscores the important role of students as partners in inclusive learning communities. A sustained theme that emerged in both the current review and Hockings' work is the extent to which stakeholders, particularly faculty, worry that inclusive assessment practices may reduce academic standards and erode educational quality (Ashworth, Bloxham, & Pearce, 2010;Marquis et al, 2012;Marquis et al, 2016b). As Ashworth, Bloxham, and Pearce (2010) note, even faculty who value inclusion struggle to reconcile their desire to teach inclusively with their existing standards and practices.…”

“…A sustained theme that emerged in both the current review and Hockings' work is the extent to which stakeholders, particularly faculty, worry that inclusive assessment practices may reduce academic standards and erode educational quality (Ashworth, Bloxham, & Pearce, 2010;Marquis et al, 2012;Marquis et al, 2016b). As Ashworth, Bloxham, and Pearce (2010) note, even faculty who value inclusion struggle to reconcile their desire to teach inclusively with their existing standards and practices. In contrast, Madriaga et al (2010) frame inclusive teaching and assessment explicitly as a marker of quality, extending the notion articulated by advocates of universal design that inclusive assessment practices are effective for all students.…”

Moving towards inclusive learning and teaching: A synthesis of recent literature

“…However, our review of recent literature suggests there are still challenges in establishing that shared understanding. For example, teachers often confuse suitable education with inclusive education (Van Gastel, Erkaslan, & De Jongste, 2014), and educator attitudes may impinge on accessibility (Ashworth, Bloxham, & Pearce, 2010) or militate against inclusion (Moriña Díez, López Gavira, & Molina, 2015;Hughes, Corcoran, & Slee, 2015;Marquis et al, 2016b). Indeed, Groeneweg (2015) finds that the quality of education is deteriorating, particularly through the greater attention that is focussed on weaker students.…”

Robotization in Disabled Care: Projection of the Impact on the Economy and Methodological Framework Evaluation

“…However, future application scenarios of the former are not connected with the disability treatment. The crucial spectrum of the research concentrate on the barriers and social exclusion of the disabled in all aspects of a communities' political, social, economic and cultural life or on the factors of disability cause (Ash, et al, 1997;Susinos, 2007;Ashworth, Bloxham & Pearce, 2010;Halld & Wilton, 2011;Agovino & Rapposelli, 2013 and etc. ).The authors of the article consider that practical solutions must be offered and realized rather stating and discussing the aforementioned social phenomenon ant implications of its development.…”