2022 

 

  • Edwards, M., Poed, S., Al-Nawab, H. and Penna, O., 2022. Academic accommodations for university students living with disability and the potential of universal design to address their needs. Higher Education. Available at:  https://doi.org/10.1007/s10734-021-00800-w 

 

  • Moriña, A., 2022. Faculty members who engage in inclusive pedagogy: methodological and affective strategies for teaching, Teaching in Higher Education, 27(3), pp. 371-386. Available at: https://doi.org/10.1080/13562517.2020.1724938 

 

2021 

  • Brown, E. and Melcher, M., 2021. The upside of disrupted teaching for neurodiverse and disabled students: 10 ways to disrupt pedagogical practices that disregard the importance of accessibility. Critical Studies on Security, 9(2), pp. 179-182. Available at: https://doi.org/10.1080/21624887.2021.1978643 

 

  • Hazelwood, A. and Stuve, M., 2021. Teaching with a neurodiverse pedagogy: Moving beyond accommodations to infusion. In T. Bastiaens. ed. Proceedings of Innovate Learning Summit 2021. Online, United States: Association for the Advancement of Computing in Education (AACE). pp. 374-376. Available at: https://www.learntechlib.org/primary/p/220306/ 

 

  • Currin-Percival, M. and Gulahmad, S., 2021. Adapting Experiential Learning Opportunities: A Political Science Research Methods Course Case Study. Journal of Political Science Education, 17(sup1), pp. 311-325. Available at: https://doi.org/10.1080/15512169.2020.1713800 

 

 

 

 

 2020 

 

  • Moriña, A. and Orozco, I., 2020. Planning and implementing actions for students with disabilities: Recommendations from faculty members who engage in inclusive pedagogy. International Journal of Educational Research, 103(101639). Available at: https://doi.org/10.1016/J.IJER.2020.101639 

 

 

  • Tuffrey‐Wijne, I., Lam, C.K.K., Marsden, D., Conway, B., Harris, C., Jeffrey, D., Jordan, L., Keagan‐Bull, R., McDermott, M., Newton, D. and Stapelberg, D., 2020. Developing a training course to teach research skills to people with learning disabilities: “It gives us a voice. We CAN be researchers!”. British Journal of Learning Disabilities, 48(4), pp.301-314. Available at: https://onlinelibrary.wiley.com/doi/abs/10.1111/bld.12331 

2019 

  • Lipka, O., Baruch, A.F. and Meer, Y., 2019. Academic support model for post-secondary school students with learning disabilities: student and instructor perceptions. International Journal of Inclusive Education, 23(2), pp. 142-157. Available at: https://doi.org/10.1080/13603116.2018.1427151 

 

 

2017 

 

  • Morgado Camacho, B., Lopez-Gavira, R., Moriña Díez, A., 2017. The ideal university classroom: Stories by students with disabilities. International Journal of Educational Research, 85, pp. 148–156. Available at:  https://doi.org/10.1016/J.IJER.2017.07.013 

 

 

  • Yuknis, C. and Bernstein, E.R. 2017. Supporting students with non-disclosed disabilities: A Collective and Humanizing Approach. In: E., Kim, and K.C., Aquino. eds. Disability as Diversity in Higher Education: Policies and Practices to Enhance Student Success (1st ed.). Routledge. https://doi.org/10.4324/9781315644004  

 

 2015 

  • Walters, S., 2015. Toward a Critical ASD Pedagogy of Insight: Teaching, Researching, and Valuing the Social Literacies of Neurodiverse Students. Research in the Teaching of English, 49(4), pp. 340–360. Available at: http://www.jstor.org/stable/24398710 

 

2014 

 

  • Stein, K.F., 2014. Experiences of College Students with Psychological Disabilities: The Impact of Perceptions of Faculty Characteristics on Academic Achievement. International Journal of Teaching and Learning in Higher Education, 26(1), pp.55-65. Available at: https://files.eric.ed.gov/fulltext/EJ1043011.pdf 

STUDENTS WITH DISABILITIES & NEURODIVERSE STUDENTS