Atjaunināt sīkdatņu piekrišanu

Students with Disabilities and the Transition to Work: A Capabilities Approach [Hardback]

(University of Oslo, Norway)
  • Formāts: Hardback, 152 pages, height x width: 234x156 mm, weight: 453 g, 6 Tables, black and white; 3 Line drawings, black and white; 3 Illustrations, black and white
  • Sērija : Routledge Advances in Disability Studies
  • Izdošanas datums: 19-Jul-2019
  • Izdevniecība: Routledge
  • ISBN-10: 1138611824
  • ISBN-13: 9781138611825
Citas grāmatas par šo tēmu:
  • Hardback
  • Cena: 191,26 €
  • Grāmatu piegādes laiks ir 3-4 nedēļas, ja grāmata ir uz vietas izdevniecības noliktavā. Ja izdevējam nepieciešams publicēt jaunu tirāžu, grāmatas piegāde var aizkavēties.
  • Daudzums:
  • Ielikt grozā
  • Piegādes laiks - 4-6 nedēļas
  • Pievienot vēlmju sarakstam
Students with Disabilities and the Transition to Work: A Capabilities ApproachPalielināt
  • Formāts: Hardback, 152 pages, height x width: 234x156 mm, weight: 453 g, 6 Tables, black and white; 3 Line drawings, black and white; 3 Illustrations, black and white
  • Sērija : Routledge Advances in Disability Studies
  • Izdošanas datums: 19-Jul-2019
  • Izdevniecība: Routledge
  • ISBN-10: 1138611824
  • ISBN-13: 9781138611825
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781138611825.html
Keywords:
This book sets out to understand how students with disabilities experience higher education and the transition to the workplace. It foregrounds the voices of students and graduates in order to explore identity, inclusion, participation and success of youth with disabilities in higher education, as well as their transition from university to employment.

The author proposes a new understanding of disability, considered in terms of a continuum of abilities, balancing empirical data, theory and policy analysis with specific regard to the interests of youth with disabilities, making a unique contribution to discussions on access, inclusion and success in higher education and employment. These discussions inform social development and educational policy planning and implementation, not only in South Africa, but also in countries with a similar context, particularly in terms of remedial courses of action that bring social justice to people with disabilities.

Students with Disabilities and the Transition to Work will be of interest to all scholars and students working in the fields of disability studies, particularly those with a focus on critical disability studies and disability in the global south, as well as those working in higher education, sociology, development studies and social policy.
List of illustrations
ix
Acknowledgements x
1 Introduction
1(13)
The study
2(9)
Participants' personal biographies (2013)
2(8)
The universities
10(1)
Structure of the book
11(3)
2 Students with disabilities in higher education: A global perspective
14(12)
Introduction
14(1)
Perceptions and experiences of students with disabilities in higher education
15(2)
Higher education institutions' responses to the needs of students with disabilities
17(4)
Positive responses by higher education institutions
17(1)
Differences between higher education institutions
18(1)
Differences within higher education institutions
19(1)
Dearth or absence of entrenching of disability-inclusive policies and practices in higher education institutions
20(1)
Discussion
21(1)
Conclusion
22(4)
3 Students with disabilities in South African higher education
26(15)
Introduction
26(1)
Conceptualising disability
27(1)
Students with disabilities' access and participation in higher education
27(4)
Apartheid period
27(1)
Post-1994
28(2)
Access challenges
30(1)
Supporting mechanisms for students with disabilities
31(5)
The role of Disability Units
31(2)
The role of lecturers
33(1)
The role of assistive technology
34(1)
Other enabling factors
35(1)
Discussion
36(1)
Conclusion
37(4)
4 Disability models or approaches
41(10)
Introduction
41(1)
The medical model
41(2)
The social model
43(1)
The International Classification of Functioning, Disability and Health
44(2)
The human rights approach
46(2)
Conclusion
48(3)
5 Capability approaches
51(11)
Introduction
51(1)
Amartya Sen's capability approach
52(1)
Martha Nussbaum's capabilities approach
52(1)
Capability approaches and disability
53(5)
Capabilities
55(1)
Functionings
55(1)
Conversion factors
56(1)
Heterogeneities
56(1)
Agency
57(1)
Adaptive preference and compensating abilities
57(1)
Theory of participatory parity
58(2)
Conclusion
60(2)
6 Disabled or not disabled?
62(10)
Introduction
62(1)
Conceptualising disability
63(1)
Findings
64(3)
Discussion
67(2)
Conclusion
69(3)
7 Inclusion of students with disabilities in higher education
72(12)
Introduction
72(1)
Inclusion and exclusion
72(2)
Findings
74(4)
Funding conditions
74(1)
Social networks
75(1)
Access to teaching and learning
76(1)
Assessment and examination
77(1)
Discussion
78(3)
Conclusion
81(3)
8 Factors affecting the lives of students with disabilities at university
84(15)
Introduction
84(1)
Intersectionality and disability studies
84(1)
Findings
85(9)
Gender and impairment
86(1)
Race/class and impairment
87(1)
Family upbringing and impairment
88(1)
Pre-university schooling and impairment
89(1)
Impairment and university arrangements
90(2)
Type of impairment and disadvantage
92(1)
Culture and impairment
92(1)
Geographical location and impairment
93(1)
Discussion
94(3)
Conclusion
97(2)
9 Resilience and coping strategies
99(15)
Introduction
99(1)
Coping mechanisms
100(1)
Findings
101(1)
How coping strategies are manifested in participants' lives
101(4)
Factors that enable students with disabilities to cope
105(5)
Personal characteristics
105(3)
Family and friends
108(1)
Teachers
108(1)
Faith/religion
109(1)
Lecturers
109(1)
Discussion
110(1)
Conclusion
111(3)
10 Valued opportunities: An inclusive higher education policy through the capability approaches
114(18)
Introduction
114(1)
Capabilities approach, disability and the dilemma of difference
115(1)
The `dilemma of difference'
116(1)
A list of capabilities
117(1)
Findings
118(8)
Capabilities and valued functionings
118(1)
Capabilities from Walker's (2006) list
118(4)
Capabilities from Wolff and de-Shalit's (2007) list
122(1)
Additional higher education capabilities
123(3)
Discussion
126(2)
Conclusion
128(4)
11 Youth with disabilities and their transition to employment
132(10)
Introduction
132(2)
Findings
134(5)
Personal traits
135(1)
Education and workplace arrangements
136(2)
Social, economic and political arrangements
138(1)
Discussion
139(1)
Conclusion
139(3)
12 Beyond the Convention on the Rights of Persons with Disabilities and the Sustainable Development Goals
142(6)
Introduction
142(1)
National and international disability frameworks
143(1)
Possibilities and ways forward
144(2)
Government, relevant ministries and policy-makers
145(1)
Higher education and employers
145(1)
Students with disabilities
146(1)
Conclusion
146(2)
Index 148
Oliver Mutanga is a Research Fellow at University College London. He is also an Expert Evaluator for the European Commission. His research interests are Disability and Health. He was awarded a scholarship at the University of the Free State in South Africa to pursue doctoral studies (2013 2016). In 2015, he was awarded a CICOPS Fellowship by the University of Pavia, Italy. In 2017, he was awarded a Marie Sklodowska Curie Postdoctoral Fellowship at the University of Oslo, Norway. Prior to his PhD research, he worked as a Researcher in Zimbabwe, Botswana and South Africa.