Commentary on experiential learning: changing student attitudes towards learning disability: how can we reduce exclusion further?. Issue 3 (2nd July 2014)

• Record Type: Journal Article
• Authors: Harding, Celia
• Is Part Of: Tizard learning disability review. Volume 19:Issue 3(2014)
• Page Start: 118
• Page End: 121
• Publication Date: 2014-07-02
• Subjects: Learning disabilities -- Periodicals; Learning disabled -- Periodicals; Social service -- Periodicals; 362.2
• DOI: 10.1108/TLDR-11-2013-0048
• Languages: English
• ISSNs: 1359-5474

Abstract

<abstract> <title> <x content-type="archive" xml:space="preserve">Abstract</x> </title> <sec> <title content-type="abstract-heading">Purpose</title> <p> – The purpose of this paper is to provide some thoughts following on from reading: "Experiential learning: changing student attitudes towards learning disability". </p> </sec> <sec> <title content-type="abstract-heading">Design/methodology/approach</title> <p> – This commentary outlines some considerations for the continued development of using service users in tertiary education as educators. </p> </sec> <sec> <title content-type="abstract-heading">Findings</title> <p> – The literature is not clear on the involvement of people with more profound and multiple learning disabilities, or for those who do not use much spoken language in tertiary level teaching. </p> </sec> <sec> <title content-type="abstract-heading">Originality/value</title> <p> – A further cultural shift is needed to ensure that all people with learning disabilities regardless of their communication style have the opportunity to share their experiences within a teaching and learning context.</p> </sec> </abstract>