The development of the special educational needs coordinator role in a higher education setting

Taylor, Mark

doi:10.1111/j.0268-2141.2005.00356.x

Cited by 9 publications

(13 citation statements)

References 7 publications

(2 reference statements)

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“…The university studied had a system of individual student learning plans (Taylor, ) which included an assessment of the nature and severity of a student's disabilities, and the recommended specific adjustments to teaching and assessment activities that would be required for the student. This system helped to ensure that the university made reasonable and appropriate adjustments for students with a disability.…”

Section: Research Resultsmentioning

confidence: 99%

“…Models have been developed to assist in the identification and support for disabled students that include processes for disclosure, identifying and assessing need, and establishing support systems and processes (Hargreaves and Walker, ). There are a variety of support staff for supporting higher education students with a disability (Taylor, ) including disability advisors, mental health advisors, special educational needs co‐ordinators, learner support and study skills support staff such as study assistants and non‐medical helpers. Non‐medical help concerns the provision of support assistants such as note‐takers, scribes, readers and lab assistants.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The student then needs to provide medical evidence, or undergo some form of assessment, so that appropriate adjustments can be put in place. Such adjustments will typically be documented in some form of individual student learning plan (Taylor, ). It is important that universities anticipate the support that students with disabilities may require, and ideally this should be done during the transfer to university (Taylor et al, ; Sanderson, ; Piggott and Houghton, ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…It is important that students with disabilities are appropriately supported during their time in higher education (Taylor, ). The UK Disabled Students’ Allowance (DSA, ) is one element of such support, alongside the support provided by the student's higher education institution.…”

Section: Introductionmentioning

confidence: 99%

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Transforming support for students with disabilities in UK Higher Education

Taylor¹,

Turnbull²,

Bleasdale³

et al. 2016

Support for Learning

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Intended UK government changes to the Disabled Students' Allowance will have a significant impact on the support that UK universities provide for students with disabilities. In this article we examine the types of transformation that may be needed to support for university students with disabilities, from a socio-technical perspective. The research reported in this article involved a year-long case study in a UK university. The potential changes required to support for students with disabilities within the university studied, to cater for the proposed UK government changes to the Disabled Students' Allowance, include: providing non-medical helpers through external agencies; developing a dyslexia screening process; providing enhanced library services, including access to printers and scanners and assistance with assistive software; providing laptops with assistive software; making assistive software available in a limited form in computing laboratories; and more co-ordinated special examination provision.

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Section: Research Resultsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Transforming support for students with disabilities in UK Higher Education

Taylor¹,

Turnbull²,

Bleasdale³

et al. 2016

Support for Learning

Self Cite

View full text Add to dashboard Cite

show abstract

“…have any contact with each other; however, the outcome of previous research (Taylor, 2005;Wilkinson, 2005;Epstein, et al, 2008;Lasser and Corley, 2008;Morrison, et al, 2009) stresses the importance of collaboration between these two groups. The relatives' lack of involvement in the support system is therefore a critical issue to solve.…”

Section: Discussionmentioning

confidence: 99%

Support to students with Asperger syndrome in higher education — the perspectives of three relatives and three coordinators

Fleischer

2012

International Journal of Rehabilitation Research

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An increasing number of students with disabilities attend institutes of higher education (HE). Among this group are persons with Asperger syndrome (AS). Persons with AS have a cognitive impairment that can interfere with their studies and the ability to describe their needs and ask for support. This study deals with an assessment of the support services for students with AS from the perspectives of the students' relatives and the students' service providers at the universities they attend. The aim of this study was to investigate (a) earlier experiences and events in relation to the transition of students with AS to higher education, according to the relatives' perceptions of how these experiences and events affect university studies; and (b) the perceptions of both the relatives of students with AS and the coordinators for students with disabilities with respect to the study environment and support for students with AS. The approach is a case study methodology involving relatives and university coordinators for three students with AS. The coordinators' way of working with students with disabilities is primarily based on the coordinators' own ideas. No specific organizational routines exist for students with AS. The results reveal that the needs of students with AS have to be made explicit and must be incorporated into the support system. Relatives lack information about the situation and opportunities to engage in collaboration. Universities must adapt the support system to the cognitive impairments experienced by AS students and the difficulties of their everyday lives. The relatives of students with AS may play the central role in supporting the students and in understanding their impairment.

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Pushing limits in higher education: inclusion services’ perspectives on supporting students with learning disabilities in Spanish universities

Torre

Calleja

Erro‐Garcés

2023

Journal of Higher Education Policy and Management

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The unprecedented growth of universities in recent years has meant that there are more students with learning disabilities attending courses. Consequently, universities have had to adapt, improve and create new resources to ensure greater inclusivity. These resources, their design, and development are managed by inclusion support services, aiming to the full inclusion of students with disabilities and the promotion of community awareness. This article aims to shed light on the current role of inclusion services in supporting students with learning disabilities, and the link these services have with the different university stakeholders, using a thematic analysis from the experiences of this services staff in eight Spanish universities. The results show that: i) there is no uniformity in the support services; and ii) more resources and work are needed to ensure increased inclusion and awareness. The discussion and conclusions drawn highlight the trends, challenges, and opportunities for universities improving their inclusion.

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The development of the special educational needs coordinator role in a higher education setting

Cited by 9 publications

References 7 publications

Transforming support for students with disabilities in UK Higher Education

Transforming support for students with disabilities in UK Higher Education

Support to students with Asperger syndrome in higher education — the perspectives of three relatives and three coordinators

Pushing limits in higher education: inclusion services’ perspectives on supporting students with learning disabilities in Spanish universities

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