Marcia Lyner‐Cleophas
Biographic Data
| ID | 6589929 |
|---|---|
| NAME | Marcia Lyner‐Cleophas |
| GIVEN NAMES | Marcia |
| FAMILY NAME | Lyner‐Cleophas |
| SIGNATURE | CLEOPHAS M L |
| AFFILIATIONS | Stellenbosch University |
| ORCID | 0000-0003-1460-6313 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 1 |
Assistive technology enables inclusion in higher education
Background: Using assistive technology is one way to foster inclusion of students in the post-school education and training (PSET) sector.Objectives: Higher and Further Education Disability Services Association (HEDSA) enables the sharing of new knowledge about assistive technologies through its symposia, and making information available on its website. Additionally, it facilitates dialogue and collaboration amongst institutions in the PSET netwo…
Inclusion, universal design and universal design for learning in higher education
Around the world, institutions of higher education are recognising their responsibilities to achieve the full inclusion of individuals with differing needs and/or disabilities. The frameworks of universal design (UD) and universal design for learning (UDL) offer unique ways to build inclusiveness in our systems. The role of UD and UDL to strengthen successful inclusion of persons with differing needs in higher education programmes is presented fr…
Students’ voices
In South Africa most children with physical disabilities, including cerebral palsy, are still excluded from mainstream education. The purpose of this paper is to focus on a few successes and hear the voices of students themselves in exploring factors that facilitated their successful completion of mainstream schooling in Cape Town. This complements the more frequently documented accounts of barriers to education, from the perspectives of teachers…
Increasing access into higher education
This article provides some insights into the challenges regarding inclusion in higher education of students with disabilities. It does this by elucidating aspects of the proceedings of the Education Commission at the African Network on Evidence-to-Action on Disability (AfriNEAD) Symposium, which took place in Zimbabwe in November 2011. The presentations specifically focused on the education of people with disabilities from early childhood through…
Access to education in Africa
Article 24 of the United Nations Convention on the Rights of Persons with Disabilities mandates that disabled people should have full rights to education in inclusive settings. However, to ensure that educational polices and settings are designed to meet this criterion seems challenging to African countries that have ratified this Convention. This article arises from the 2nd African Network of Evidence-to-Action on Disability Symposium. This flui…
Access to education in Africa
Article 24 of the United Nations Convention on the Rights of Persons with Disabilities mandates that disabled people should have full rights to education in inclusive settings. However, to ensure that educational polices and settings are designed to meet this criterion seems challenging to African countries that have ratified this Convention. This article arises from the 2nd African Network of Evidence-to-Action on Disability Symposium. This flui…
Access to education in Africa
Article 24 of the United Nations Convention on the Rights of Persons with Disabilities mandates that disabled people should have full rights to education in inclusive settings. However, to ensure that educational polices and settings are designed to meet this criterion seems challenging to African countries that have ratified this Convention. This article arises from the 2nd African Network of Evidence-to-Action on Disability Symposium. This flui…
Increasing access into higher education
This article provides some insights into the challenges regarding inclusion in higher education of students with disabilities. It does this by elucidating aspects of the proceedings of the Education Commission at the African Network on Evidence-to-Action on Disability (AfriNEAD) Symposium, which took place in Zimbabwe in November 2011. The presentations specifically focused on the education of people with disabilities from early childhood through…
Assistive technology enables inclusion in higher education
Background: Using assistive technology is one way to foster inclusion of students in the post-school education and training (PSET) sector.Objectives: Higher and Further Education Disability Services Association (HEDSA) enables the sharing of new knowledge about assistive technologies through its symposia, and making information available on its website. Additionally, it facilitates dialogue and collaboration amongst institutions in the PSET netwo…
Inclusion, universal design and universal design for learning in higher education
Around the world, institutions of higher education are recognising their responsibilities to achieve the full inclusion of individuals with differing needs and/or disabilities. The frameworks of universal design (UD) and universal design for learning (UDL) offer unique ways to build inclusiveness in our systems. The role of UD and UDL to strengthen successful inclusion of persons with differing needs in higher education programmes is presented fr…
Students’ voices
In South Africa most children with physical disabilities, including cerebral palsy, are still excluded from mainstream education. The purpose of this paper is to focus on a few successes and hear the voices of students themselves in exploring factors that facilitated their successful completion of mainstream schooling in Cape Town. This complements the more frequently documented accounts of barriers to education, from the perspectives of teachers…
Political science (5 works) · Disability Education and Employment (4 works) · Family and Disability Support Research (4 works) · Public relations (4 works) · Disability Rights and Representation (3 works) · Higher education (3 works) · Inclusion (mineral (3 works) · Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works)