Teaching HE students with emotional and behavioural difficulties

Abstract

Purpose -The purpose of this paper is to examine the nature of the types of adjustments appropriate to university teaching practices for students with emotional and behavioural difficulties in the UK higher education (HE) sector. Design/methodology/approach -A case study in a UK university was undertaken over a two-year period. Findings -A variety of types of adjustments may be necessary for UK university students with emotional and behavioural difficulties including adjustments to pastoral care, teaching and assessment.Research limitations/implications -The case study focussed on only three students with emotional and behavioural difficulties. However, given that the number of students entering UK universities with such difficulties is increasing, the results of this research can hopefully inform the teaching of future students. Practical implications -This paper addresses what UK university teaching staff may need to do to support students with emotional and behavioural difficulties. Originality/value -Although research has been conducted into the teaching of individuals with emotional and behavioural difficulties in schools, little if any research has been undertaken regarding teaching such students at university level.

Accessibility and facilities for the disabled in public and university library buildings in Iran

“…Studies in the United Kingdom for example, have covered these types of disabilities. Taylor (2005), Taylor, Baskett, Duffy andWern (2008) and Taylor, Duffy, England (2009) highlighted the different studies about autism, dyslexia, behavioral and emotional disabled students in higher education and emphasized the role of awareness and training of library staff about the nature and types of disability to increase their understanding and improve the quality of services. Even so, the difficulties involved in providing truly accessible library services continued to be discussed through consortia of librarians in higher education which emphasized a change in approach in finding out what disabled students really want from libraries, educating librarians to meet the needs of disabled users and the impact of disability equality on library services (Bird, Health and Hine 2006).…”

Transforming support for students with disabilities in UK Higher Education

“…It was identified that different types of disability would be affected in different ways by the proposed changes to the UK Disabled Students’ Allowance. Students with autistic spectrum disorders (Taylor, ) and students with emotional and behavioural difficulties (Taylor et al, ) associated with mental health difficulties and autistic spectrum disorders could be affected by the withdrawal of funding for non‐medical helpers, and the withdrawal of funding for specialised accommodation.…”

“…There are a variety of issues associated with the support required for different types of disabilities in a higher education setting, in particular for students with autistic spectrum disorders (Macleod et al, ; Taylor, ), mental health difficulties (Storrie et al, ; Tinklin et al, ), emotional and behavioural difficulties (Cooper, ; Taylor et al, ) and dyslexia (Bjorklund, , Taylor et al, ). In particular it is important that higher education staff supporting students with a disability are aware that disabilities can have a wide range of levels of severity (for example student with autistic spectrum disorders may present a wide range of behaviours) and therefore each individual student with a disability will require an appropriate assessment of their individual needs, and appropriate adjustments will need to be devised, agreed and implemented in order to cater for such needs.…”

Analisis Sentimen Pada Twitter Mahasiswa Menggunakan Metode Backpropagation

“…Mahasiswa menjadi kurang berprestasi dan menyebabkan kegagalan dalam proses pendidikan. Oleh karena itu, sangat penting untuk mengetahui kecenderungan emosi dari mahasiswa (Taylor, Baskett, Duffy, & Wren, 2008).…”