Training and Assessment

Addressing disability not as a form of student impairment--as it is typically perceived at the postsecondary level--but rather as an important dimension of student diversity and identity, this book explores how disability can be more effectively incorporated into college environments. Chapters propose new perspectives, empirical research, and case studies to provide the necessary foundation for understanding the role of disability within campus climate and integrating students with disabilities into academic and social settings. Contextualizing disability through the lens of intersectionality, Disability as Diversity in Higher Education illustrates how higher education institutions can use policies and practices to enhance inclusion and student success.

Create campuses inclusive and supportive of disabled students, staff, and faculty Disability in Higher Education: A Social Justice Approach examines how disability is conceptualized in higher education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses. Drawing on multiple theoretical frameworks, research, and experience creating inclusive campuses, this text offers a new framework for understanding disability using a social justice lens. Many institutions focus solely on legal access and accommodation, enabling a system of exclusion and oppression. However, using principles of universal design, social justice, and other inclusive practices, campus environments can be transformed into more inclusive and equitable settings for all constituents. The authors consider the experiences of students, faculty, and staff with disabilities and offer strategies for addressing ableism within a variety of settings, including classrooms, residence halls, admissions and orientation, student organizations, career development, and counseling. They also expand traditional student affairs understandings of disability issues by including chapters on technology, law, theory, and disability services. Using social justice principles, the discussion spans the entire college experience of individuals with disabilities, and avoids any single-issue focus such as physical accessibility or classroom accommodations. The book will help readers: Consider issues in addition to access and accommodation Use principles of universal design to benefit students and employees in academic, cocurricular, and employment settings Understand how disability interacts with multiple aspects of identity and experience. Despite their best intentions, college personnel frequently approach disability from the singular perspective of access to the exclusion of other important issues. This book provides strategies for addressing ableism in the assumptions, policies and practices, organizational structures, attitudes, and physical structures of higher education.

This is a unique resource designed to support vocational education teachers in addressing the distinctive learning characteristics of international students, while also preparing domestic students for global skills mobility in the 'Asian Century.' Based upon empirical data collected through observation and interviews with teachers and program managers in diverse settings, the book expounds on several evidence-based, highly effective, pedagogical approaches, including: competency-based training * the intercultural approach * an English language and vocational learning integration approach * the perspective transformation approach * the value-added approach * the 'Ubuntu' approach * work-based learning * flexible and divergent pedagogy. Well grounded in theories about teaching and learning in vocational and international education, many of these approaches focus on developing the learner's ability to consider the broader issues in an intercultural context, to capitalize on prior experience, and to adapt vocational skills to workplace settings in different nations. The underpinning theory is brought to life with real-world examples, 'Implications for Practice' boxes, insights from teachers, as well as reflective questions throughout the book. Ultimately, the book offers practical approaches to teaching and learning that will benefit not only international students, but also domestic students who gain from the enriched learning environment in which diverse cultural knowledge, skills, and attributes are shared.

This book explores the VET sector and brings together many different teaching practices. It includes learning theories and discusses the concepts of elearning and how to engage with industry.

This book is designed for completing the Certificate IV in Training and Assessment.

A systematic, research-based foundation text for vocational education and training.

How can university teachers improve the quality of student learning? Prosser and Trigwell argue that the answer lies in determining how students perceive their unique learning situations. In doing so they draw upon the considerable body of educational research into student learning in higher education which has been developed and published over the past three decades; and they enable university teachers to research and improve their own teaching. This book outlines the key principles underlying successful teaching and learning in higher education, and is a key resource for all university teachers.