Some time ago a colleague approached me about specialist input regarding work-integrated learning for students with disabilities. I am now rather embarrassed about my initial reaction, something to the effect of:
People need to make sure before they register for a qualification that it would be feasible to complete the required work-integrated learning.
I still used the example of a person that is blind, cannot become a surveyor, where sight is essential. My reaction had been so old paradigm (medical model): focusing on what persons with disabilities could NOT do - deficits prohibiting.
I am grateful for my colleague's calm assertiveness and persuasion. She ended up asking me to write a chapter for staff guide.
I started with literature searches, but initially found very little. I applied my creativity regarding search terms and eventually found some most valuable sources. Perusing the source material had been an eye-opener and learning experience for me. I've put a draft (Download Making work-integrated learning accessible to students with disabilities) together, which I'd be grateful to receive critique about.
I have since repositioned myself and embaced the social model, which focuses on the abilities of the person with disability and works towards a society for all.
Making WIL accessible to students with disabilities.
I am glad you have made me as an academic aware of this very important issue, especially in relation to WIL. Probably most of us have the old paradigm setting about this matter and as you referred to we should rather focus on the abilities of a person with a disability and "works towards a society for all".
As academics we should become more sensitised about this matter and especially its relation towards WIL. This is an issue that needs further debate and I am glad about the article attached.This is also an issue we need to take note of on a national (SASCE)as well as international (WACE) level in the higher education sector.
Posted by: Marius L Wessels | 17 November 2009 at 12:57