Access to Higher Education for the Disabled Student: A building survey at the University of Liverpool

This text focuses on the experience of a disabled music student who, while taking part in a social inclusion project between 2011 and 2013, suffered from some bad attitudes on the part of a teacher. This even damaged the student's relationship with his cousin, which has lasted until the present day, in 2025. The aim of this text is therefore not to expose one or more people, but rather to expose a reality that is often concealed by the words of adult teachers who want to hide their apparently genuine and malicious actions, but which are actually perverse attitudes and methodologies towards children and young people with or without disabilities. To this end, the following research questions were posed for this study, which used autobiographical studies as its methodology: Was the teacher in particular empowering towards the disabled student? Was the social inclusion project really inclusive of the disabled student? As a result of the two questions, the research pointed to yes and no, since it analyzed various moments in the relationship between this disabled student and this specific teacher and some others teachers.

<i>A History of Chemistry from the Earliest Times to the Present Day</i> . By The Late James Campbell Brown, D.Sc., LL.D., Professor of Chemistry in the University of Liverpool. Philadelphia, P. Blakiston's Son &amp; Co. 1913. Octavo. Pp. 558, with 107 illustrations. Cloth. $3.50 postpaid.

Nutritional status and daily physical activity of handicapped students in Tokyo metropolitan schools for deaf, blind, mentally retarded, and physically handicapped individuals

The global community is facing a challenging twenty-first century, with many disciplines not meeting society’s needs with regards to employment and retention of staff; veterinarians are no exception. Worryingly, the shortage of veterinarians within public health roles is predicted to increase within the near future. This pilot study aimed to gain a better understanding of how final-year veterinary students perceive Veterinary Public Health (VPH) at the University of Liverpool during their final-year VPH rotation. To do this, students were categorized into groups based on their stated career destinations and gender, to determine if there is a correlation between the two. We hoped to discover if the perception of VPH in terms of ‘usefulness’ and ‘importance’ changed during their final-year rotation week. A paper-based questionnaire was designed and given to students at the beginning of their rotation week to complete - Part 1 - whilst Part 2 was completed at the end of the week. In total, 172 students were surveyed across the study period, none of whom expressed a planned career pathway in public health. Overall, 83% of students’ scores for two analysed questions regarding ‘importance of VPH to the veterinary profession’ and ‘usefulness of VPH to that student’s individual career’ improved by at least one point between Monday and Friday. The largest group of students to see an increase were small-animal focused students; where 86% gave a higher score on Friday for both questions compared to Monday. No gender-specific preference was seen between participants expressing an interest in VPH-based careers, and stated gender had no statistical impact on whether a student score increased or decreased between Monday and Friday for both analysed questions.

This study aims to examine the application of collaborative learning strategies in Natural and Social Sciences (IPAS) for third grade students at Public Elementary Schools 1 Silanca. Using a qualitative descriptive approach, data was collected through observation, interviews, and documentation involving teachers and students as informants. The research findings reveal that collaborative learning improves students' engagement, understanding, and social interaction. Teachers play an important role as facilitators by designing heterogeneous groups of students, managing class dynamics, and providing guidance and feedback. The results showed that students showed increased critical thinking, active participation, mutual respect, and responsibility in group activities. Collaborative strategies also support contextual and meaningful learning, in line with the characteristics of elementary school students and the goals of the Independent Curriculum. Despite some challenges such as time constraints and uneven group participation, this strategy has proven effective in fostering an inclusive and dynamic learning environment. This study concludes that the systematic application of collaborative learning contributes significantly to the quality of science education and student development in the primary school environment.

The present study solicited opinions of and experiences in the public school system from handicapped students who had successfully matriculated into a university program. Their opinions and experiences were found to differ significantly from those of special education majors and nonmajors, the latter group having had no training in special education. Furthermore, the two groups of nonhandicapped students (special education undergraduate majors and undergraduate nonmajors) were unable to predict the opinions and experiences of the handicapped students, and the special education majors were no more successful at doing this than the nonmajors. In particular, the nonhandicapped students consistently overestimated the limitations and perceptions of special needs of the handicapped students by continually viewing them as more disabled than the handicapped students viewed themselves. When asked to rank the value of various aspects of educational programming for young handicapped children, the nonhandicapped students emphasized the development of a special curriculum for handicapped children to accentuate strengths, while the handicapped students rated assessment procedures and training of public school teachers as their highest priorities. The results of the investigation suggest that handicapped students are different from their nonhandicapped counterparts in terms of their opinions and experiences and that their views should be carefully considered by those working in educational programs for handicapped populations.

The purpose of this study was to compare mathematics problem-solving performance of students trained in task-related behaviors with a control group of untrained students. Forty learning disabled and forty nonhandicapped upper elementary students were assigned to dyads such that each student worked with both a handicapped and a nonhandicapped partner. Dyads were then randomly assigned to either a trained or control group. Trained dyads received instruction in giving explanations and asking questions. All dyads worked for twelve ten-minute sessions at a microcomputer solving a mathematics task. Following each computer session, students individually solved a paper/pencil task with problems similar to the computer problems. Results indicated that the trained group exhibited significantly more task-related behaviors including: 1) asking how to solve a problem, 2) asking for an answer check, 3) giving an explanation, 4) giving feedback, and 5) asking if the partner needed help. However, there were no performance differences between the trained and untrained groups on the paper/pencil tasks. A further analysis, in which trained and control groups were combined, showed a significant relationship between giving a correct explanation and paper/pencil scores for both handicapped and nonhandicapped students. Additionally, handicapped students who asked their partner if they needed help also performed better on the paper/pencil task.

The accessibility audit is a largely underutilized tool of disabled community engagement in the design process. This essay shares four case studies of accessibility audits facilitated between 2021 and 2024 for four separate groups of landscape architects, designers, and students. Its methodology is centered in disability justice and crip theory. In the attempt to illustrate how to conduct an accessibility audit by including direct participation of disabled stakeholders and disabled designers and experts, the goal is to assist the landscape architecture and urban design professions in deviating from the usage of sensitivity studies (or disability simulations), which are inappropriate, misguided, and outdated attempts at measuring site accessibility. In this way, designers and students might learn to prioritize disabled lived experience in the design process.

Inaugural lectures (ILs) are often overlooked as academic ephemera, but I believe that they can be used as a powerful historiographical tool, locating the public presentation of academic output with its social and institutional setting. My broader research uses them as a lens through which to examine the development and contingencies of British Egyptology, its self-positioning, and its perception and positioning by others, from the subject’s formal inception into British academia (1892) to the present day. In this paper the focus has, however, been narrowed to the Egyptology inaugural lectures (EILs) given by T.E. Peet (1882–1934) (Figure 1), the second Brunner Professor of Egyptology at Liverpool University (1920–1933), and the second reader / professor designate of Egyptology at Oxford (1933–1934) and W.B. Emery (1903–1971) (Figure 2), the fourth Edwards Professor of Egyptian Archaeology and Philology at UCL (1951–1970).

Within the last years, the UNED has experienced a great rise in the profiles of its students, which implies an adaptation to the new demands inherent to the different groups of students that are enrolled in this university. According to these facts and taking into consideration the hypothesis that the handicapped students’ motivations, together with their study demands and needs, may differ from the ones other student groups have, handicapped students should be considered a main concern by the institution. So, paying attention to the handicapped students’ demands entails the implementation of general mechanisms of adaptation to the students, that at the same time could give an answer to the common needs that people who choose theDistance University show.

Mildly handicapped ( n = 521) and non-handicapped students ( n = 561) in Grades 1 to 12 were rated by 52 teachers on a checklist of items corresponding to Bower's list of characteristics of emotional disturbance. An unrotated principal component factor analysis identified 8 factors for both groups of students with eigenvalues greater than 1.00. Coefficients of congruence indicated a similar factor structure for the two groups of students on the first three factors. The mildly handicapped students were reported to have significantly more problem behaviors than the non-handicapped students. Those who work with both groups of students should be trained to cope with behaviors that suggest emotional disturbance.

The Software Hut (a small software house) is a software engineering project in the form of a game, designed and used by J. J. Horning and D. B. Wortman at the University of Toronto, Toronto, Ont., Canada. This paper describes some of the problems that occurred when the present authors used projects based on the Software Hut with groups of final-year undergraduate students in two successive years at the University of Liverpool, Liverpool, England.

Recent world-wide unrest of students and workers alike has indicated a desire by the general public to have more say in the running of government affairs. Planning being closely linked with politics, is also under considerable pressure. Governments are being compelled to recognize this desire, and in Britain, with its record for political compromise and a land use planning system more comprehensive than in any other country, the Government set up a committee in 1967 to examine the ways in which the public might participate in the planning process.1 This committee has taken evidence from a wide variety of interested parties; a reflection of the nation-wide desire by members of the public to decide their own future. The setting up of this committee is the most recent example of government recognition of this problem following the publication of The Future of Development Plans,2 Town and Country Planning,3 and the passing of the Town and Country Planning Act 1968.4 Further stimulus to increased public participation in planning has come from a general disillusionment with local government as it exists at the moment in Britain. A belief that councillors are no longer representative of the electors has led to the desire for either an additional system to supplement the existing one, or a completely new system which will truly represent the public view. In addition, the apparent widespread success of participation by the American public5 in planning over the last few years makes it reasonable to assume that similar success might be attained in Britain. The respectability lent to participation by the American example has also contributed to the British government's acceptance of and legislation for an increase in the amount of participation in British planning. These factors and the planning profession's urgent desire to improve its public image, have resulted in the recent governmental and professional interest in this demand for increased information which may well lead to participation on a scale much wider than exists at present. The purpose of this report is to examine the question of public participation in planning from first principles. It attempts to define at the outset what constitutes the 'public', and discusses whether 'participation' is a meaningful and realistic expression for public involvement. It also attempts to define what the aims of public participation are, and how far the present system succeeds in ♦This report was prepared by a group of postgraduate students in the Department of Civic Design (Town and Regional Planning and Transport Studies) in the University of Liverpool. The members of the group were Mrs S. M. Cornath, Miss P. M. Howard, F. W. Marshall, A. Simkins, J. G. Stimpson and A. B. Upward. The report has been edited by Miss Reynolds.

Introduction. Students’ socio-psychological adaptation to university life is a serious issue due to extreme living conditions under martial law in Ukraine, which directly affect students’ academic performance, as well as to the possible mobilization of male students in senior years of study. Being a student is quite stressful and it is important to explore the factors that contribute to stress and the ways students can cope with stress and maintain their mental well-being. It is important for students to understand who they are in the context of university environment and to feel included in social groups and communities. Aim: to identify the socio-psychological adaptation of disabled and non-disabled students to the conditions of martial law; to explore the relationship between social and psychological characteristics of students with different disabilities. Methods: K. Rogers and R. Diamond Assessment of Socio-Psychological Adaptation (adaptation by A.K. Osnyctkiy, 2004); PSS-10 (Perceived Stress Scale) (Veldbrecht, 2022); latest research findings and surveys. Results. It was found that students with disabilities had higher "maladaptability", lower "self-acceptance", "emotional comfort" and "dominance" than non-disabled students. The disabled students had "rejection of others" and "internality" below the norm. It was found that all adaption indicators were high in students who had been disabled since childhood, while the students with acquired disabilities had high "adaptability" and "dominance". Students with impaired hearing and/or movement disorders had high levels of all adaptation indicators. Conclusion. The findings may allow better understanding of students' personalities and their adaptive abilities in the conditions of the martial law as well as they can be helpful for improvement of educational programs.

AGU adds another electronic publication to its roster on August 15, with publication of the first article in Eos, Transactions, AGU, Electronic Supplement, an online supplement to the Union's weekly newspaper. As part of AGU's burgeoning electronic publications program, the Eos supplement joins the AGU Home Page; the Quadrennial Report, which includes 163 reviewed papers covering the state‐of‐the‐science in the United States.; Earth and Space Index (EASI) on diskette, with over 32,400 references for AGU publications 1988–1994; EASI Monthly Updates, 1995, by e‐mail; the IUGG XXI Home Page; and the AMEN (Antarctic Managers Electronic Network) Home Page. Initially, the supplement will present articles covering electronic products that are not commercially marketed—computer software, databases, and data sets. After a startup period, the supplement may be expanded to include other types of articles and information.