Browsing by Author "Bell, Diane"

Now showing 1 - 5 of 5
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    From individual innovation to global impact : the Global Cooperation on Assistive Technology (GATE) innovation snapshot as a method for sharing and scaling
    (Taylor and Francis, 2018) Layton, Natasha; Murphy, Caitlin; Bell, Diane
    Assistive technology (AT) is an essential facilitator of independence and participation, both for people living with the effects of disability and/or non-communicable disease, as well as people aging with resultant functional decline. The World Health Organization (WHO) recognizes the substantial gap between the need for and provision of AT and is leading change through the Global Cooperation on Assistive Technology (GATE) initiative. Showcasing innovations gathered from 92 global researchers, innovators, users and educators of AT through the WHO GREAT Summit, this article provides an analysis of ideas and actions on a range of dimensions in order to provide a global overview of AT innovation. The accessible method used to capture and showcase this data is presented and critiqued, concluding that “innovation snapshots” are a rapid and concise strategy to capture and showcase AT innovation and to foster global collaboration.
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    Increasing access into higher education : insights from the 2011 African Network on Evidence-to-Action on Disability Symposium – Education Commission
    (AOSIS Publishing, 2014-06) Lyner-Cleophas, Marcia; Swart, Estelle; Chataika, Tsitsi; Bell, Diane
    This article provides some insights into the challenges regarding inclusion in higher education of students with disabilities. It does this by elucidating aspects of the proceedings of the Education Commission at the African Network on Evidence-to-Action on Disability (AfriNEAD) Symposium, which took place in Zimbabwe in November 2011. The presentations specifically focused on the education of people with disabilities from early childhood through to higher education. This article, however, is informed by presentations focusing on increasing access to higher education. The article is focused on the implementation of evidence in practice, research and policies stemming from rigorous debate and scientific foundations, whilst taking into account the dynamic realities of the higher education context. Themes such as the systemic approach needed for inclusion to be successful, increasing access and the dynamic role of students with disabilities are highlighted.
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    Investigating teaching and learning support for students with hearing impairment at a university in the Western Cape
    (Stellenbosch : Stellenbosch University, 2013-03) Bell, Diane; Carl, A. E.; Swart, R. E.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: Globally, hearing impairment remains the most common congenital anomaly diagnosed in infants, and hearing impairment is the single largest disability grouping in South Africa. Growing numbers of students with hearing impairment are being granted access into higher education in South Africa. However, they still remain under-represented in comparison to students with other impairments, and their needs in the teaching and learning environment in terms of human and technical support as well as communication and access to information remain under-supported. This study came into being because of the absence of research on the academic experiences of students with hearing impairment in higher education in South Africa. The intention of the study was to analyse and describe the teaching and learning (academic) experiences of students with hearing impairment at the case study university. This inquiry focused specifically on educational barriers, coping strategies, assistive technologies, curriculum accessibility as well as support services. Using a qualitative case study design, informed by an interpretive (constructivist) paradigm, purposeful sampling led to the selection of information-rich cases in order to gain insight from the authentic experiences of the students. The context of the case study was a South African university with a relatively large number of registered students with hearing impairment who use the oral method of communication. Data were generated by means of semi-structured interviews with participating students, university lecturers and a staff member from the disability unit. ATLAS.ti was used to code and analyse the data using grounded theory methods, allowing for the discovery of recurring themes. Six major findings emerged from this study, namely that all of the participants identified as belonging to the hearing rather than Deaf identity cultural paradigm, that limited curriculum transformation had taken place, existing support services were largely inadequate, a large number of barriers related to teaching and assessment were experienced, a variety of academic and personal coping strategies were used by the students to support their needs, and some critical factors for success were advocated for by the participants. From the findings and data interpretation and by making use of Bronfenbrenner’s bio-ecological model of human development as a tool, I constructed both an academic learning support framework as well as a set of practical guidelines for teaching students with hearing impairment. Thereafter conclusions were drawn and practical recommendations were made to various stakeholders in the education of students with hearing impairment. Further areas for research are also suggested. The academic learning support framework (as a model of best practice) forms part of my personal contribution to the field of research.
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    Learning experiences of students who are hard of hearing in higher education : case study of a South African University
    (Cogitatio, 2018) Bell, Diane; Swart, Estelle
    Students who are hard of hearing (HOH) are being granted access to university increasingly, yet they remain significantly under-represented and under-supported, often resulting in poor academic outcomes with elevated levels of attrition. This situation places a growing obligation on universities to improve the support provided to these students in order to have a positive influence on their overall academic experience and eventual economic independence. This trend is relevant to South Africa, where Higher Education Institutions (HEIs) are accepting and registering students with a hearing loss but are not providing adequate academic support and inclusive curricula. Furthermore, in South Africa, almost no research has been conducted concerning students who are HOH in higher education regarding their teaching and learning needs or the coping strategies which they use to survive academically. However, what is known is that, of those HOH students who do enter higher education, many do not graduate successfully (up to 75%) and, of those that do graduate, many continue to be excluded from professions. The aims of this article were to report on the teaching and learning experiences of students who are HOH at a South African university, who prefer to make use of spoken language, to share the daily barriers with which they are faced, and to provide recommendations for teaching and learning, as well as curricula transformation. This study adds to the existing body of knowledge on this topic in South Africa and could be relevant in similar contexts.
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    Students with hearing impairment at a South African university : self-identity and disclosure
    (AOSIS Publishing, 2016) Bell, Diane; Carl, Arend; Swart, Estelle
    Background: A growing number of students with hearing loss are being granted access to higher education in South Africa due to the adoption of inclusive educational policies. However, available statistics indicate that participation by students with hearing impairments in higher education remains low and research suggests that support provisioning for those who do gain access is inadequate. Objectives: This article aims to illustrate that the assumed self-identity of students with hearing impairment influences their choice to disclose their disability. The choice not to disclose their hearing loss prevents them from accessing the necessary reasonable accommodations and this in turn may affect their eventual educational success. Method: Reported here is a qualitative descriptive case study at a South African university. Purposive sampling methods were employed. Data were gathered from in-depth interviews with seven students with hearing impairment ranging from moderate to profound, using spoken language. Constructivist grounded theory was used as an approach to the process of generating and transforming the data, as well as the construction of theory. Findings: All the student participants identified as having a hearing rather than a D/deaf identity cultural paradigm and viewed themselves as ‘normal’. Linked to this was their unwillingness to disclose their hearing impairment and thus access support. Conclusion: It is crucially important for academic, support and administrative staff to be aware of both the assumed ‘hearing’ identity and therefore subsequent non-disclosure practices of students with a hearing impairment using the oral method of communication. Universities need to put measures in place to encourage students to voluntarily disclose their hearing impairment in order to provide more targeted teaching and learning support. This could lead to improved educational outcomes for students.