As We Are is a community initiative in Western Australia that aims to bring joy and wellbeing to the lives of artists who have an intellectual disability and those who are part of the experience.
Numerous publications developed by the Australian Institute of Health and Welfare. Including, Disability in Australia: intellectual disability, Disability in Australia: acquired brain injury, Disability in Australia: multiple disabilities and need for assistance, Disability prevalence and trends and Disability associated with chronic diseases.
A bulletin from the Australian Institute of Health and Welfare that analyses the patterns of transitions by people with intellectual disability into and out of school education and their needs for services and assistance. It also presents an overview of prevalence of intellectual disability, associated disabilities and conditions, causes and age at onset. November 2008.
The Up the Hill Project, supported by the Flinders University College of Nursing and Health Sciences, encourages the participation of adults with a range of disabilities, including intellectual disability, in the social and educational life of Flinders University. The Project aims to provide an inclusive and supportive opportunity at Flinders University enabling people with a disability, with support from a Peer Mentor, to access the University environment, develop social skills and social networks, and experience a range of educational opportunities and activities.
Inclusion Australia (NCID) is the recognised national peak body with the single focus on intellectual disability − our actions and priorities centre on issues that affect the lives of people with intellectual disability and their families.It was formerly known as the National Council on Intellectual Disability (NCID).
Intellectual Disability Mental Health Core Competency Framework: A Manual for Mental Health Professionals
The Intellectual Disability Mental Health Core Competency Framework (2016) describes the specific skills and attributes required by mental health professionals for the provision of quality mental health services to people with an intellectual disability. It outlines the necessary approaches to clinical practice when working with people with an intellectual disability, identifies the Core Competencies workers require, and guides readers to resources that support professional development in intellectual disability mental health.
- The Breadth and Depth of Disability-Related Literature: From the Editor
- The Impact of Transition Services in Facilitating College Degree for Students with Visual Impairments: Post-Bachelor’s Degree Perspectives
- A Descriptive Review of ADHD Coaching Research: Implications for College Students
- Investigating the Outcomes and Perceptions of an Inclusive Aquatic Exercise Class for University Students with Physical Disabilities
- Perspectives of North American Postsecondary Students with Learning Disabilities: A Scoping Review
- Applying Salutogenesis to the Experiences of Students with Disabilities in the Netherlands
- An Innovative Postsecondary Education Program for Students with Disabilities in STEM (Practice Brief)
- Student Learning Outcomes for Disability Services: What Evidence do you Have? From the Editor
- Use of Student Learning Outcomes in Postsecondary Disability Offices
- Emerging Adults: Perspectives of College Students with Disabilities
- A Qualitative Investigation of Bullying of Individuals with Disabilities on a College Campus
- Transitional Challenges for Students with Disabilities During a Period of Systemic Imbalance
- Predictors and Trajectories of Educational Functioning in College Students With and Without Attention-Deficit/Hyperactivity Disorder
- Students with Intellectual and Developmental Disabilities in Postsecondary Education: From the Editor
- The Use of a Coaching Model to Support the Academic Success and Social Inclusion of Students with Intellectual Disabilities in Community and Technical College Settings
- Exploring Barriers for Facilitating Work Experience Opportunities for Students with Intellectual Disabilities Enrolled in Postsecondary Education Programs
- Inclusive Community Service Among College Students With and Without Intellectual Disability: A Physical Activity in Inclusive Postsecondary Education for Students With Intellectual Disability
- Promoting Employee Handbook Comprehension for Postsecondary Students with Intellectual Disability and Autism Spectrum Disorders
- “Letting Go:” Parent Perspectives on the Outcomes of an Inclusive Postsecondary Education Experience for Students with Developmental Disabilities
- It’s Okay to Teach People with an Intellectual Disability About Their Disability (Practice Brief)
- A Financial Literacy Course for Postsecondary Students with Intellectual Disabilities (Practice Brief)
- A Tribute to the Commitment to Disability Studies Academic Literature: From the Editor
- Development of a First Year Success Seminar for College Students with Disabilities
- Sexual Coercion Experiences Among Canadian University Students with Disabilities
- University Students with Disabilities: Factors that Contribute to Their Self-Predicted Likelihood of Graduation
- Do Multimedia Instructional Designs Enhance Comprehension in College Students with Dyslexia?
- Social Group Membership and Risk-Taking Behaviors Among College Students with ADHD Symptoms
- Disability in Postsecondary STEM Learning Environments: What Faculty Focus Groups Reveal About Definitions and Obstacles to Effective Support
- Promoting Inclusive Teaching Among College Faculty: A Framework for Disability Service Providers (Practice Brief)
The Winter edition (Volume 26, Issue 4) contains articles on: Postsecondary Education for Students with Intellectual Disability (ID); Impact of Inclusive College Programs Serving Students with Intellectual Disabilities on Disability Studies Interns and Typically Enrolled Students; Postsecondary Education Employment and Independent Living Outcomes of Persons with Autism and Intellectual Disability; Promoting Academic Engagement for College Students with Autism Spectrum Disorder.
Volume 30, Issue 1
- Collaborations Between Centers for Teaching and Learning and Offices of Disability Services: Current Partnerships and Perceived Challenges
- Exceptional Faculty Members Who Responsively Teach Students with Autism Spectrum Disorders
- Embracing Diversity and Accessibility: A Mixed Methods Study of the Impact of an Online Disability Awareness Program
- Postsecondary STEM Education for Students with Disabilities
- Disability and Career Services Provision for Students with Disabilities at Institutions of Higher Education in Japan
- The Impact of the Psychological Sequela of Trauma on Veterans Seeking Higher Education
- Student Attitudes and Perceptions About Postsecondary Education for People with Intellectual Disabilities
Volume 30, Issue 4
- Student Voices: Recommendations for Improving Postsecondary Experiences of Students with Disabilities
- Cognitive Flexibility and Its Relationship to Academic Achievement and Career Choice of College Students with and Without Attention Deficit Disorder
- Measuring Self-Advocacy Skills Among Student Veterans with Disabilities: Implications for Success in Postsecondary Education
- "Smiling and Ready to Learn:" A Qualitative Exploration of University Audit Classroom Instructors' Experience with Students with Intellectual Disabilities
- College Students Who Have ASD: Factors Related to First Year Performance
- Faculty Mentorship Program for Students with Disabilities: Academic Success Outcomes (Practice Brief)
- Disability in Higher Education: A Social Justice Approach (Book Review)