Jane Seale
Biographic Data
| ID | 341303 |
|---|---|
| NAME | Jane Seale |
| GIVEN NAMES | Jane |
| FAMILY NAME | Seale |
| SIGNATURE | SEALE J |
| AFFILIATIONS | University of Southampton |
| ORCID | 0000-0002-4279-7463 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 59 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
Access and Participation
Spanish face-to-face universities experience constant challenges that threaten the inclusion of students with disabilities. Adopting inclusive pedagogies can support universities to develop a more inclusive approach. This paper explores the extent to which the use of technology influences the inclusive pedagogies of Spanish university lecturers. In particular, we focus on how lecturers use technologies to promote student participation and accessi…
Taking risks to enable participatory data analysis and dissemination
The involvement of all participants within all aspects of the research process is a well-established challenge for participatory research. This is particularly evident in relation to data analysis and dissemination. A novel way of understanding and approaching this challenge emerged through a large-scale international, 3-year participatory research project involving over 200 disabled people. This approach enabled people to be involved at all stag…
The while of participation
Wilderness and resistance
The focus of this article is how special needs technology in the United Kingdom was developed and used for and by adults with learning disabilities between 1970 and 1999. Fifty-two experienced practitioners were interviewed about their memories of the period. Analysis of their experiences reveals a number of digital inequalities, how the practitioners working to support the technology use of adults with learning disabilities experienced these ine…
How does risk mediate the ability of adolescents and adults with intellectual and developmental disabilities to live a normal life by using the Internet
The focus of this position paper is Internet use by adolescents and adults with intellectual and developmental disabilities. Drawing on existing literature in the field we will identify problems with and gaps in the current research. Our review is framed by three main questions: What constitutes a ‘normal’ life for adolescents and adults with intellectual and developmental disabilities? What constitutes ‘normal’ use of the Internet for adolescent…
How can we confidently judge the extent to which student voice in higher education has been genuinely amplified? A proposal for a new evaluation framework
This article aims to contribute to the development of frameworks for evaluating student voice projects in higher education by offering a critically evaluative account of two student voice projects. Although both projects had been underpinned by the principles of participatory (inclusive) research, one appeared to be more successful than the other in engaging students in a productive or meaningful way. In order to confirm and explain these perceiv…
Negotiating a third space for participatory research with people with learning disabilities
The focus of this article is participatory research with and by people with learning disabilities. Drawing on discussions that took place across a series of seminars, we use the concepts of space and boundaries to examine the development of a shared new spatial practice through creative responses to a number of challenges. We examine the boundaries that exist between participatory and non-participatory research; the boundaries that exist between …
Transforming positive risk-taking practices
In this article we examine discourses, conceptualisations and practices of positive risk-taking for or by children and adults with learning disabilities. We identify tensions and contradictions in positive risk-taking discourses that are unhelpful for clarifying for practitioners how positive risk-taking might be implemented. We suggest a conceptual framework that incorporates creativity and resilience and use this to offer examples from special …
Doing student voice work in higher education
This paper will review the existing student voice work in higher education and critique its current weaknesses, particularly in relation to conceptualisations of and commitments to participation, transformation and empowerment. It will be argued that the employment of participatory methods in higher education student voice work offers a way to address these weaknesses. The potential of participatory methods is illustrated and discussed using two …
Digital agility and digital decision-making
Digital inclusion in higher education has tended to be understood solely in terms of accessibility, which does little to further our understanding of the role technology plays in the learning experiences of disabled students. In this article, the authors propose a conceptual framework for exploring digital inclusion in higher education that attempts to broaden the way in which it is understood. The conceptual framework encompasses two strands: on…
Concepts of access for people with learning difficulties
This article explores both the process and outcomes of a seminar series on the concept of access for people with learning difficulties. The seminar topics chosen to foster dialogue across professional and disciplinary boundaries included access to information, education, employment, the law, health, leisure, community, past histories and future plans. The seminars brought together people with learning difficulties and their support workers, resea…
Strategies for supporting the online publishing activities of adults with learning difficulties
This paper reports on a study that explored the online publishing activities of adults with learning difficulties, the strategies that carers and professionals have used to support these activities and the implications these strategies may have for empowerment and self‐advocacy. Content analysis of 15 home pages revealed that despite having a certain degree of information and communication technology literacy, many of the authors were being suppo…
A contextualised model of accessible e-learning practice in higher education institutions
In the accessible e-learning community there are very few original metaphors, theories and models that have been developed to try and describe, explain and develop 'best' practice. This paper will explore the extent to which existing accessibility models can help to develop our conceptualisations of accessible e-learning practice, and outline a proposal for a new contextualised model of accessible e-learning practice. The key components of this m…
Two Perspectives on the Language of Special Needs Computing
This paper reviews and examines the language used in literature that describes the educational and therapeutic use of microcomputers with people who have special needs. In the language of special needs computing two perspectives are identi ® ed. One perspective focuses on the microcomputer technology while the other focuses on the microcomputer user. This move in both language sets re ̄ ects an increasing focus on the potential barriers to microc…
Concepts of access for people with learning difficulties
This article explores both the process and outcomes of a seminar series on the concept of access for people with learning difficulties. The seminar topics chosen to foster dialogue across professional and disciplinary boundaries included access to information, education, employment, the law, health, leisure, community, past histories and future plans. The seminars brought together people with learning difficulties and their support workers, resea…
Negotiating a third space for participatory research with people with learning disabilities
The focus of this article is participatory research with and by people with learning disabilities. Drawing on discussions that took place across a series of seminars, we use the concepts of space and boundaries to examine the development of a shared new spatial practice through creative responses to a number of challenges. We examine the boundaries that exist between participatory and non-participatory research; the boundaries that exist between …
Doing student voice work in higher education
This paper will review the existing student voice work in higher education and critique its current weaknesses, particularly in relation to conceptualisations of and commitments to participation, transformation and empowerment. It will be argued that the employment of participatory methods in higher education student voice work offers a way to address these weaknesses. The potential of participatory methods is illustrated and discussed using two …
Taking risks to enable participatory data analysis and dissemination
The involvement of all participants within all aspects of the research process is a well-established challenge for participatory research. This is particularly evident in relation to data analysis and dissemination. A novel way of understanding and approaching this challenge emerged through a large-scale international, 3-year participatory research project involving over 200 disabled people. This approach enabled people to be involved at all stag…
Transforming positive risk-taking practices
In this article we examine discourses, conceptualisations and practices of positive risk-taking for or by children and adults with learning disabilities. We identify tensions and contradictions in positive risk-taking discourses that are unhelpful for clarifying for practitioners how positive risk-taking might be implemented. We suggest a conceptual framework that incorporates creativity and resilience and use this to offer examples from special …
Digital agility and digital decision-making
Digital inclusion in higher education has tended to be understood solely in terms of accessibility, which does little to further our understanding of the role technology plays in the learning experiences of disabled students. In this article, the authors propose a conceptual framework for exploring digital inclusion in higher education that attempts to broaden the way in which it is understood. The conceptual framework encompasses two strands: on…
Strategies for supporting the online publishing activities of adults with learning difficulties
This paper reports on a study that explored the online publishing activities of adults with learning difficulties, the strategies that carers and professionals have used to support these activities and the implications these strategies may have for empowerment and self‐advocacy. Content analysis of 15 home pages revealed that despite having a certain degree of information and communication technology literacy, many of the authors were being suppo…
Wilderness and resistance
The focus of this article is how special needs technology in the United Kingdom was developed and used for and by adults with learning disabilities between 1970 and 1999. Fifty-two experienced practitioners were interviewed about their memories of the period. Analysis of their experiences reveals a number of digital inequalities, how the practitioners working to support the technology use of adults with learning disabilities experienced these ine…
Two Perspectives on the Language of Special Needs Computing
This paper reviews and examines the language used in literature that describes the educational and therapeutic use of microcomputers with people who have special needs. In the language of special needs computing two perspectives are identi ® ed. One perspective focuses on the microcomputer technology while the other focuses on the microcomputer user. This move in both language sets re ̄ ects an increasing focus on the potential barriers to microc…
Two Perspectives on the Language of Special Needs Computing
This paper reviews and examines the language used in literature that describes the educational and therapeutic use of microcomputers with people who have special needs. In the language of special needs computing two perspectives are identi ® ed. One perspective focuses on the microcomputer technology while the other focuses on the microcomputer user. This move in both language sets re ̄ ects an increasing focus on the potential barriers to microc…
A contextualised model of accessible e-learning practice in higher education institutions
In the accessible e-learning community there are very few original metaphors, theories and models that have been developed to try and describe, explain and develop 'best' practice. This paper will explore the extent to which existing accessibility models can help to develop our conceptualisations of accessible e-learning practice, and outline a proposal for a new contextualised model of accessible e-learning practice. The key components of this m…
Strategies for supporting the online publishing activities of adults with learning difficulties
This paper reports on a study that explored the online publishing activities of adults with learning difficulties, the strategies that carers and professionals have used to support these activities and the implications these strategies may have for empowerment and self‐advocacy. Content analysis of 15 home pages revealed that despite having a certain degree of information and communication technology literacy, many of the authors were being suppo…
Concepts of access for people with learning difficulties
This article explores both the process and outcomes of a seminar series on the concept of access for people with learning difficulties. The seminar topics chosen to foster dialogue across professional and disciplinary boundaries included access to information, education, employment, the law, health, leisure, community, past histories and future plans. The seminars brought together people with learning difficulties and their support workers, resea…
Doing student voice work in higher education
This paper will review the existing student voice work in higher education and critique its current weaknesses, particularly in relation to conceptualisations of and commitments to participation, transformation and empowerment. It will be argued that the employment of participatory methods in higher education student voice work offers a way to address these weaknesses. The potential of participatory methods is illustrated and discussed using two …
Digital agility and digital decision-making
Digital inclusion in higher education has tended to be understood solely in terms of accessibility, which does little to further our understanding of the role technology plays in the learning experiences of disabled students. In this article, the authors propose a conceptual framework for exploring digital inclusion in higher education that attempts to broaden the way in which it is understood. The conceptual framework encompasses two strands: on…
Transforming positive risk-taking practices
In this article we examine discourses, conceptualisations and practices of positive risk-taking for or by children and adults with learning disabilities. We identify tensions and contradictions in positive risk-taking discourses that are unhelpful for clarifying for practitioners how positive risk-taking might be implemented. We suggest a conceptual framework that incorporates creativity and resilience and use this to offer examples from special …
Negotiating a third space for participatory research with people with learning disabilities
The focus of this article is participatory research with and by people with learning disabilities. Drawing on discussions that took place across a series of seminars, we use the concepts of space and boundaries to examine the development of a shared new spatial practice through creative responses to a number of challenges. We examine the boundaries that exist between participatory and non-participatory research; the boundaries that exist between …
How can we confidently judge the extent to which student voice in higher education has been genuinely amplified? A proposal for a new evaluation framework
This article aims to contribute to the development of frameworks for evaluating student voice projects in higher education by offering a critically evaluative account of two student voice projects. Although both projects had been underpinned by the principles of participatory (inclusive) research, one appeared to be more successful than the other in engaging students in a productive or meaningful way. In order to confirm and explain these perceiv…
How does risk mediate the ability of adolescents and adults with intellectual and developmental disabilities to live a normal life by using the Internet
The focus of this position paper is Internet use by adolescents and adults with intellectual and developmental disabilities. Drawing on existing literature in the field we will identify problems with and gaps in the current research. Our review is framed by three main questions: What constitutes a ‘normal’ life for adolescents and adults with intellectual and developmental disabilities? What constitutes ‘normal’ use of the Internet for adolescent…
Wilderness and resistance
The focus of this article is how special needs technology in the United Kingdom was developed and used for and by adults with learning disabilities between 1970 and 1999. Fifty-two experienced practitioners were interviewed about their memories of the period. Analysis of their experiences reveals a number of digital inequalities, how the practitioners working to support the technology use of adults with learning disabilities experienced these ine…
The while of participation
Taking risks to enable participatory data analysis and dissemination
The involvement of all participants within all aspects of the research process is a well-established challenge for participatory research. This is particularly evident in relation to data analysis and dissemination. A novel way of understanding and approaching this challenge emerged through a large-scale international, 3-year participatory research project involving over 200 disabled people. This approach enabled people to be involved at all stag…
Access and Participation
Spanish face-to-face universities experience constant challenges that threaten the inclusion of students with disabilities. Adopting inclusive pedagogies can support universities to develop a more inclusive approach. This paper explores the extent to which the use of technology influences the inclusive pedagogies of Spanish university lecturers. In particular, we focus on how lecturers use technologies to promote student participation and accessi…
Computer Science (11 works) · Sociology (11 works) · Political science (9 works) · Psychology (9 works) · Pedagogy (7 works) · Public relations (7 works) · Disability Education and Employment (5 works) · Social science (5 works) · World Wide Web (5 works) · Citizen journalism (4 works)