Neuroethics in higher education policy
- 作者： Baker, Dana Lee, author.
- 其他作者：
- 出版： New York : Palgrave Macmillan US :Imprint: Palgrave Macmillan
- 主題： Autistic youth--Education (Higher)--United States. , Political Science and International Relations. , Public Policy. , Education Policy. , US Politics. , Higher Education. , Educational Psychology. , Neuropsychology.
- ISBN： 9781137590206 (electronic bk.) 、 9781137590190 (paper)
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FIND@SFXID:
CGU
- 資料類型: 電子書
- 內容註: Neuroethics and Higher Education -- History of Higher Education and Capacity Difference Admissions Process -- Tending the Gate: Admitting Students -- Teaching and Learning -- Learning Evaluation -- Peer Interactions -- Combat Acquired: Veterans and Neurological Difference -- Circumstance of Difference: Socioeconomic Status -- Conclusion.
- 摘要註: This book focuses on neuroethics in higher education in the United States. After introducing readers to the philosophical and policy foundations of the neuroethics of higher education, this book explores essential conundrums in the neuroethical practice of higher education in modern democracies. Focusing on neuroethics from the perspective of universally designed learning and policy design sets this project apart from other work in the field. Advances in neuroscience and changes in attitudes towards disability have identified mechanisms by which higher education infrastructures interact with both individuals considered neurotypical and those with identified disabilities to diminish students' capacity to enter, persist, and complete higher education. Policy to date has focused on identified disabilities as a requirement for accommodations. This strategy both underestimates the effect of ill-fitting infrastructures on those considered neurologically typical and serves to stratify the student body. As a result, neuroethical gaps abound in higher education.
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讀者標籤：
- 系統號： 005381767 | 機讀編目格式
館藏資訊
This book focuses on neuroethics in higher education in the United States. After introducing readers to the philosophical and policy foundations of the neuroethics of higher education, this book explores essential conundrums in the neuroethical practice of higher education in modern democracies. Focusing on neuroethics from the perspective of universally designed learning and policy design sets this project apart from other work in the field. Advances in neuroscience and changes in attitudes towards disability have identified mechanisms by which higher education infrastructures interact with both individuals considered neurotypical and those with identified disabilities to diminish students’ capacity to enter, persist, and complete higher education. Policy to date has focused on identified disabilities as a requirement for accommodations. This strategy both underestimates the effect of ill-fitting infrastructures on those considered neurologically typical and serves to stratify the student body. As a result, neuroethical gaps abound in higher education.