AccessibilityPaper-26-6-19.pdf (566.01 kB)
Mathematics instructors’ awareness of accessibility barriers for disabled students
journal contribution
posted on 2020-01-08, 15:25 authored by Emma Cliffe, Ciarán Mac an Bhaird, Eabhnat Ní Fhloinn, Clare TrottIn this paper, we discuss the results of a staff survey on accessibility barriers to participation and success for disabled students in higher education in the UK and Ireland. We focus on the range and complexity of student difficulties encountered by staff involved either in the lecturing of mathematics or the provision of Mathematics Learning Support. We report on the range of supports available to both staff and students in these situations and their varying levels of awareness and implementation of these supports. We close with a brief overview of how we intend to use the results of this survey to both increase awareness of existing appropriate supports and develop additional services to improve student accessibility.
History
School
- University Academic and Administrative Support
Published in
Teaching Mathematics and its Applications: An International Journal of the IMAVolume
39Issue
3Pages
184 - 200Publisher
Oxford University Press (OUP)Version
- AM (Accepted Manuscript)
Rights holder
© The AuthorsPublisher statement
This is a pre-copyedited, author-produced PDF of an article accepted for publication in Teaching Mathematics and its Applications: An International Journal of the IMA following peer review. The version of record Emma Cliffe, Ciarán Mac an Bhaird, Eabhnat Ní Fhloinn, Clare Trott, Mathematics instructors’ awareness of accessibility barriers for disabled students, Teaching Mathematics and its Applications: An International Journal of the IMA, Volume 39, Issue 3, September 2020, Pages 184–200 is available online at: https://doi.org/10.1093/teamat/hrz012.Acceptance date
2019-07-01Publication date
2019-10-31Copyright date
2019ISSN
0268-3679eISSN
1471-6976Publisher version
Language
- en