There can be little doubt that the rapid technological developments that have characterized the decades since the middle of the 19th century have given great scope for improving the quality of life of disabled people.

Disabled Students in Education: Technology, Transition, and Inclusivity reports on 15 research projects aimed at improving the educational prospects of disabled people. Through its discussion of three main themes—technology, transition, and inclusivity—this book aims to be of interest to disabled students, their parents and teachers, and the people who run, and set policies for, their educational providers.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Autism and Higher Education
Computer-Based Learning Systems
Disabled Students in Higher Education
Dyslexia Support System
Enhancing Emotional Literacy with Computers
Eye Tracking as an Educational Aid
Haptics as an Assistive Technology
Social Model of Disability
Staff Training and Professional Development

Reviews & Statements

Fifteen reports of research projects performed on improving education for disabled students at all levels [...] "organized into sections: technology, transition, and inclusivity" […] "The annotated table of contents and index make it easy to find chapters of interest, while the compilation of references and definitions of key terms encourage further research and study in the field. These studies can be reproduced, and also provide theory and practical ideas for implementation and changes in one's own setting."

– Sara Marcus, American Reference Books Annual, Vol. 43

We anticipate that the book will be of interest to disabled students, their parents and teachers, and the people who run, and set policies for, their educational providers, and would welcome feedback from any reader on any of the issues the book raises.

– David Moore (Leeds Metropolitan University, UK), Andrea Gorra (Leeds Metropolitan University, UK), Mike Adams (Essex Coalition of Disabled People, UK), John Reaney (Leeds Metropolitan University, UK) and Helen Smith (Leeds Metropolitan University, UK)

Table of Contents

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Editor/Author Biographies

David Moore is a principal lecturer in the Computing and Information Systems department of the Faculty of Arts, Environment and Technology, Leeds Metropolitan University. He has published widely in the field of computer technology for people with autism. He set up and now chairs Leeds Metropolitan University’s Disability Research Group, the annual conferences of which generated much of the material for this book.

Andrea Gorra is a lecturer in the Business School at Leeds Metropolitan University (UK) in the Business Analysis and Strategy group. As part of her work for the Centre for Excellence in Teaching and Learning - Active Learning in Computing, she has been involved in disability related research projects that provide advice and guidance to university teaching staff on how they may best cater for the needs of students with disabilities. Andrea’s primary research interests include disability, grounded theory methodology and the use of social software and mobile devices for assessment, learning and teaching. Andrea holds a Ph.D. from Leeds Metropolitan University in the area of mobile communications and privacy, an MSc in E-Commerce, as well as a degree in Business-Computing from the University of Applied Sciences Dortmund, Germany.

Mike Adams is Chief Executive of ECDP, an Essex based user-led disabled people’s organization. ECDP delivers a range of support services and provides a representative voice of disabled people across the county. Mike’s previous working track record includes being one of the senior management team at the Disability Rights Commission, Director of the National Disability Team for Higher Education, co-director of a research centre and a disability officer at Coventry University. He recently completed a three year visiting professorship in Inclusive Learning at Leeds Metropolitan University. Mike is a widely recognized international thought leader in disability issues with a strong publication record

John Reaney is Disability Services Manager at Leeds Metropolitan University. He has many years experience working with disabled people and also of management roles in both industry and education. He has worked in a specialist college for deaf people and has a hearing impairment himself. His interests include cultural identity and language and in particular the idea of ‘thirdspace’ which was the topic of his MA dissertation.

Helen Smith has been the co-ordinator of a collaborative partnership of West Yorkshire Higher Education Institutions known as Higher Education Aspiration Raising – West Yorkshire (HEAR WY) for the past eight years. The partnership has as its aim to share best practice and work together to develop and deliver ‘widening participation’ projects. Helen is also the West Yorkshire Aimhigher Disability Co-ordinator, seeking to actively encourage disabled young people to make informed choices about higher education.

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