caa a22 4500 463161823 CHVBK 20180406164750.0 cr unu---uuuuu 170326e20070901xx s 000 0 eng 10.1007/s10734-006-9005-9 doi (NATIONALLICENCE)springer-10.1007/s10734-006-9005-9 Including young people with disabilities: Assessment challenges in higher education [Elektronische Daten] [Joan Hanafin, Michael Shevlin, Mairin Kenny, Eileen Neela] Within a European context, facilitating the increased participation of marginalized groups within society has become a cornerstone of social policy. In higher education in Ireland this has generally involved the targeting for support of individuals representing groups traditionally excluded on the grounds of socio-economic status. More recently, people with disability have been included in this consideration. This approach has tended to focus on physical access issues and some technical supports. However, access is multi-faceted and must include a review of pedagogic practices, assistive provision (technological and personal), student's engagement with their workload (e.g. recording) and evaluation procedures: achieving accreditation levels commensurate with ability. This small-scale Irish study examined the experiences of two groups of young people with physical disabilities and with dyslexia in two higher education institutions. It was apparent that for students with physical disabilities and with dyslexia, assessment practices were fraught with additional limitations. Assessment practices were mediated for these students through the physical environment, the backwash effect of assessment on curriculum, the availability and use of assistive technology, and through the attitudes of staff and students. It can be concluded that access issues within higher education have been inadequately conceptualized and as a result failed to address fundamental issues around assessment for students with physical disabilities and with dyslexia. Springer Science+Business Media, Inc. 2006, 2006 Access nationallicence Assessment nationallicence Attitudinal issues nationallicence Assistive technology nationallicence People with disabilities nationallicence Hanafin Joan Education Department, Trinity College, Dublin 2, Republic of Ireland aut Shevlin Michael Education Department, Trinity College, Dublin 2, Republic of Ireland aut Kenny Mairin Education Department, Trinity College, Dublin 2, Republic of Ireland aut Neela Eileen Education Department, Trinity College, Dublin 2, Republic of Ireland aut Higher Education Kluwer Academic Publishers 54/3(2007-09-01), 435-448 0018-1560 54:3<435 2007 54 10734 https://doi.org/10.1007/s10734-006-9005-9 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10734-006-9005-9 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Hanafin Joan Education Department, Trinity College, Dublin 2, Republic of Ireland aut NATIONALLICENCE 700 1- Shevlin Michael Education Department, Trinity College, Dublin 2, Republic of Ireland aut NATIONALLICENCE 700 1- Kenny Mairin Education Department, Trinity College, Dublin 2, Republic of Ireland aut NATIONALLICENCE 700 1- Neela Eileen Education Department, Trinity College, Dublin 2, Republic of Ireland aut NATIONALLICENCE 773 0- Higher Education Kluwer Academic Publishers 54/3(2007-09-01), 435-448 0018-1560 54:3<435 2007 54 10734 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer