TY  - BOOK
AU  - Baker,Dana Lee
AU  - Leonard,Brandon
ED  - SpringerLink (Online service)
TI  - Neuroethics in Higher Education Policy
SN  - 9781137590206
AV  - JF1525.P6 
U1  - 320.6 23
PY  - 2017///
CY  - New York
PB  - Palgrave Macmillan US, Imprint: Palgrave Macmillan
KW  - Public policy
KW  - Education and state
KW  - United States—Politics and government
KW  - Higher education
KW  - Educational psychology
KW  - Education—Psychology
KW  - Neuropsychology
KW  - Public Policy
KW  - Education Policy
KW  - US Politics
KW  - Higher Education
KW  - Educational Psychology
N1  - 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; Available to subscribing member institutions only. Доступно лише організаціям членам підписки
N2  - 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.
UR  - https://doi.org/10.1057/978-1-137-59020-6
ER  -