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Flexible study pace, mental disabilities and e-Learning - pe

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Anders Avdic

on 15 December 2017

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Transcript of Flexible study pace, mental disabilities and e-Learning - pe

Flexible Study Pace, Mental Disabilities and e-Learning -
Perceived Problems and Opportunities
Ulrika Artursson Wissa (uaw@du.se)
Anders Avdic (aav@du.se)

Dalarna University, Borlänge, Sweden

Research Question
Disability
FreeStartFreePace
Method
Results
Conclusion

ICT/eLearning has opened up new possibilities for students with disabilities

FreeStartFreePace in eLearning gives students with mental disabilities a chance to study in higher education

Research Question

What opportunities and challenges for mentally disabled students are perceived by students and teachers regarding distant courses with flexible study pace (FreeStartFreePace)?

Functional disability
is in Sweden defined as “a limitation caused by a
functional impairment
“ (The National Board of Health and Welfare, 2016).

This implies that a
functional disability shows
only
in a certain situation
as an effect of a person having a
functional impairment
.

Problems to carry out daily life, deficient participation in working life, social relations, cultural activities, education or democratic processes.

Disability
is therefore to a large extent
dependent on accessibility


Limitations for disabled
Law of discrimination (Sweden)
Convention of rights for people with disabilities (International)
Equal treatment policies (Dalarna University)
Universal design for learning(UDL)

Laws and regulations
Disabled students 1,7% --> 3,2%
Student questionnaire
Teacher questionnaire
Program Manager Interview
Qualitative analysis

Method
Where
eService development program
Dalarna University, Sweden

How
Flexible study pace (FreeStartFreePace)
Distant approach
Individual study plan

FreeStartFreePace
Dyslexia,
ADHD,
Asperger syndrome,
Chronic Fatigue Syndrome
Social Phobia
Our students and their disabilities
Provision of an
opportunity to study
in higher education
Can create their own
study routines
Relevant
support
from university
Recorded material
hard to get and poor quality
Couldn’t keep their planned
study pace
because of the disability
Hard to
communicate
with other students

Results: Students
“Thank you for the opportunity to be able to take this course. To be one of the few in my family to deal with university studies is not just a matter of my family’s opportunities/genetics/intelligence to do… But has today (as I see it) more to do with the opportunities offered in e.g. this distance program with free pace. My experience that the traditional way to study does not work for me has changed and for the first time I think that being a student is fun/rewarding/important etc.”

Quote: student
Result: Teachers
The study form is perceived as
suitable
for mentally disabled students
Easier
adaption
in general to the students’ needs than in traditional campus courses
Suitable
for students with social phobia
More time
for examination needed and provided
The course format could be a challenge for students. Students need to practice a
disciplined
approach
Lack of knowledge on
how to meet
the students with mental disabilities

Quote: Teachers
“It is easier to adapt the studies towards specific disabilities that demands support for the student. The possibilities for variation of the studies are simply more extensive”

Results: Program Manager
The
possibility to study in higher education
means a lot to the students with mental disabilities.
More time
offered
Ask for
support
early
Adjustment
, when their disabilities affect their possibilities to study the least.
Mentor
,
study guides
Dependent on CSN for the
finances

Programming course
, a challenge
Isolation

Quote: Program Manager
“We can see from statistics that students with ADHD are more successful than students with e.g. Asperger’s syndrome”.


“One has to accept that it takes more time for these students.”

Conclusions
Opportunities
Adaption of the study pace
to the life situation caused by the disability.
Support
from university and
allocation of time
for seminars and examination with regards to the disability.
The
only way to take part
in higher education, for some students.

Coping with CSN
, the study loan institute, since the loan regulations stipulate that the study pace must match the loan conditions.
Isolation
. Students cannot be part of the student community since they have their own individual study pace.

Challenges
Agenda
Disability
FreeStartFreePace
Results
Point of departure
Full transcript