University teaching with a disability: student learnings beyond the curriculum

Abstract

This research examines the learning experience of university students who were tutored by a teacher with quadriplegia mixed type cerebral palsy. It was inspired by Pritchard's [2010. “Disabled People as Culturally Relevant Teachers.” Journal of Social Inclusion 1 (1): 43–51] argument that the presence of people with a disability in the classroom is important as these teachers deliver both content and generate ‘other’ learnings. This study examines what was different about the learning experience and what additional learnings may have occurred because of the students' interaction with a tutor with a disability. It begins to explore what educational scaffolding may be needed to facilitate and maximise student learning in this scenario both in the classroom and online learning environment with a tutor with a disability affecting physical movement and verbal communication. It seeks to advocate for the potential role of people with a disability in academia.

Keywords:

• quadriplegia mixed type cerebral palsy
• disability
• higher education
• blended learning

Notes on contributors

Lynnaire Sheridan is a Lecturer in Management in the Faculty of Business, University of Wollongong. Her research focus is on identifying key indicators and learnings in complex scenarios that may facilitate problem solving and promote positive social, ecological and economic outcomes. She applies this approach to investigating the socio-cultural facets of global migration, tourism, business management and in scholarly research on her academic teaching.

Suzanne Kotevski has worked as an administrator for the Faculty of Business, University of Wollongong, for a number of years and, more recently, commenced a teaching role within this Faculty. She has a Bachelor of Commerce (Marketing and Economics) and a Masters of Management with distinction). Her recent entrance to online teaching has developed her research focus on the eLearning environment and how such a framework can decrease barriers for teaching and learning in society.