Reflections on Personal Experiences of Staff Training and Continuing Professional Development for Academic Staff in the Development of High Quality Support for Disabled Students in Higher Education

Reflections on Personal Experiences of Staff Training and Continuing Professional Development for Academic Staff in the Development of High Quality Support for Disabled Students in Higher Education

Alan Hurst (National Bureau for Students with Disabilities, UK)
DOI: 10.4018/978-1-4666-5780-9.ch074
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Abstract

Despite the progress made in the development of policy and provision for disabled students in Higher Education since the issue first received attention in the UK in 1974, there is still some way to go before a state of genuine inclusion is reached. The key to further improvement and enhancement of quality is seen to lie in training for staff. After presenting evidence showing the need for more and better training, a number of issues relating to initial training and continuing professional development are discussed. A number of sample tasks for inclusion in staff development sessions are described.
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Staff Training And Continuing Professional Development: Does More Need To Be Done?

In recent years more evidence has accumulated indicating the need for improved staff training and CPD in relation to working with disabled students in higher education. The following section will focus on the most recent sources described in terms of three major themes: students’ issues, staff concerns, and aspects of institutional policies.

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