| Autor: |
Kelly, Dwight Richardson, Erwin, Val M. |
| Předmět: |
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| Zdroj: |
Disability & Society; May2024, Vol. 39 Issue 5, p1123-1146, 24p |
| Abstrakt: |
The United Kingdom's system of higher education disability services has recently undergone significant reform and continues to evolve. It traditionally relied heavily on direct support workers. However, since 2016, government policy has reduced funding for such support, instead encouraging the use of technology and universal inclusive practices. Given this policy direction, it is critical to examine the role and value of the direct support workers that remain and to place them within the current support system. Specialist one-to-one tutors who work with individuals with specific learning difficulties are one such professional. This qualitative study examined how these professionals describe and conceptualize their work. This article focuses on UK specific learning difficulty tutors, and looks in-depth at the ways in which they describe and think about their work Tutors described working individually with higher education students to develop strategies and increase confidence and independence, while allowing students to lead the process Writing strategies are the most common area that tutors focus on, but they help students in many different ways The article places these tutors within an actively evolving system of higher education disability support in the UK and beyond [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
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