The AHEAD Journal
Monday, 8th January 2018
We are currently seeking submissions for issue 7 of the AHEAD Journal. If you are interested in contributing, view the submission guidelines.
We are delighted to bring you the AHEAD Journal. I hope you enjoy the articles and are prompted to write something on what is new or interesting for our next edition.
Ann Heelan, Executive Director
This electronic journal is not a newsletter nor is it an academic journal. It is a space for you working out there on the ground to share innovations, your examples of good practices that deserve to be showcased. Most importantly it is a celebration of what has been done and is done by the champions of disability in higher education and employment, be they disability support officers, academics, professional staff or employers.
Issue 6, Nov 2017
Issue 6 of our journal highlighting inclusive education and employment practices is out now! In this issue, amongst other things, we look at access and inclusion policy through a universal design lens and examine how we can use professional development to turn this policy into action.
UCD’s Dr. Anna Kelly analyses the implementation of the National Access Policy through the lens of inclusive design and Dr. Terry Maguire of the National Teaching & Learning Forum details the creation of the Professional Development Framework for staff in higher education, as well as the accompanying National Digital Badge System. Dara Ryder talks about how AHEAD is leveraging that framework through the creation of the Digital Badge for Universal Design in Teaching and Learning. Elke Emmers from University College Odisee discusses the value of diversity in harnessing learning potential and Alexis Reid (a member of CAST’s Professional Cadre) explores the role of mindfulness and reflection in creating engaged learners.
Additionally, we hear from AHEAD’s Caroline McGrotty on improving employment opportunities for sign language users, from Eötvös Loránd University’s Agnes Sarolta Fazekas on promoting intercultural understanding for students with disabilities, from Lorraine Gallagher on mapping the accessibility of universities and from Jane Buggle of Dublin Business School on hosting an interactive workshop for students with Dyslexia. This and much more in our latest edition which spans over 75 pages and features articles from across the world. We hope you enjoy it!
- Sectoral Update on the National Professional Development Framework for Teachers in Higher Education: The Initial Implementation Strategy
- Earn Your UDL Stripes with the Digital Badge for Universal Design in Teaching and Learning
- An Analysis of the Implementation of National Access Policy to Integrate and Mainstream Equality of Access in Irish Universities - through the Lens of Inclusive Design
- Diversity as the most valuable tool to make learning potential flourish
- Mindfulness + Reflection → Engaged Learning
- DESIGNS - Improving employment opportunities for sign language users in the EU
- ‘Inclusion Culture’ - Promoting Leadership in Intercultural Understanding within Mixed-ability Groups
- MappED! Enhancing opportunities for students with disabilities to study abroad
- Unlocking Potential: Dyslexia and Confidence - A Student Workshop at Dublin Business School
Download the PDF or ePub files below to view the journal.
If using screen reading software on the PDF version, use the 'Enter' key to navigate from page to page rather than the 'Page Down' or 'Arrow Down' keys. Alternatively, request a fully tagged .doc version from lorraine.gallagher(at)ahead.ie.
The Journal is published by AHEAD from its office in Dublin as an electronic publication. There are no paper copies of the publication. Articles are invited with a word length of 1500 – 2500 words. Shorter articles of c. 900 words are also invited. From time to time longer articles based on recent research, up to 3500 words, can be considered. Topics can include any area of practice in further and higher education which relates to the support, progression and achievement of students with disabilities; transition to employment, vocational and professional training and employment; reasonable accommodations and other areas of equality legislation. Please contact Lorraine Gallagher (sub editor) to express an interest in submitting. Submissions from current or past students with disabilities are particularly welcome.
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