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Australian Disability Clearinghouse on Education and Training


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  • Video

    Benefits of disclosing your disability

    Why is it important to disclose my disability when enrolling? NDCO Region 22. Queensland

  • Web link

    Choosing Your Path. Disclosure: It's a Personal Decision

    This resource addresses challenges for people with disabilities, employers and educators relating to disclosure of disability. The website provides substantial information about options and pathways that people with disabilities can use in disclosing their disability in post secondary education and employment environments.

  • Web link

    Disclosing disability in the context of professional regulation: a qualitative UK study

    In the UK, the ‘fitness to practice’ criteria that allow regulatory bodies to use health standards to restrict entry to the human professions have resulted in some people with disabilities being excluded from this workforce. Disclosure of disability is therefore a risky process for those aiming to practice or train in nursing, social work and teaching. This research, commissioned to inform the Disability Rights Commission's Formal Investigation into fitness standards in the professions, was undertaken in 2006–07 and explored experiences of disability disclosure amongst professionals.

  • Video

    Disclosure of Disability

    There are many important things to consider when deciding on disclosing a disability whilst studying at university. The choice of whether to disclose is a decision that only the individual person can make. If students require any study adjustments or other support services they will be required to disclose this to relevant staff and provide supporting documentation about their disability, mental health or medical condition to the Disability Service. This video provides the perspective of 2 students experiences of disclosure at UniSA as well as advice from an academic and Disability Adviser.

  • Article

    Enhancing Self-Disclosure of Equity Group Membership: Report

    An investigation of self-disclosure by indigenous students, students with disabilities and students from non-English-speaking backgrounds at University. The purpose of this study was to inform future policy development by government and future equity practice by higher education providers. From this research, seven good practice guidelines to encourage self-disclosure are proposed, in addition to group-specific recommendations. (Colin Clark, Matthew Wilkinson and Rita Kusevskis-Hayes - UNSW)


  • Article

    Fact Sheet for RTOs: Providing quality training and assessment to students with disability

    This fact sheet aims to help RTOs understand their obligations under the Standards and other relevant legislation.  Developed by ASQA, in conjunction with the National Disability Coordination Officer Programme at the University of Western Sydney. 

  • Article

    JANZSSA. April 2019

    The April 2019 edition of the Journal of the Australian and New Zealand Students Services Association (JANZSSA) includes -  How Can Universities Encourage Self-Disclosure by Equity Students? (Colin Clark, Rita Kusevskis-Hayes and Matthew Wilkinson); The UNIfy program: Providing Additional Support to Students with Mental Health Issues in a University Context (Jocelyn Courtney, USC);  and,ANZSSA Heads of Counselling Services HOCS Benchmarking Survey 2018 Summary Report (Annie Andrews)

  • Article

    Journal of Postsecondary Education and Disability - JPED (Spring 2013) - US

    The Spring edition (Volume 26, Issue 1) contains articles on: Assessment of the Adult Writer; Identifying College Students At Risk for LD; Disclosure of Non-Apparent Disabilities to Receive Classroom Accommodations; Financial Barriers for Students with Non-apparent Disabilities; Assessing the Impact of ADHD Coaching Services on University Students; “b-Learning in a Distance Learning Graduate Program for Deaf Students;Assessing - High-Achieving Post-secondary Students with ADHD.

  • Article

    Supporting Nursing and Midwifery Students with a Disability in Clinical Practice

    The University College of Dublin’s handbook is a resource guide for Clinical and Academic staff in supporting Nursing and Midwifery Students with a Disability in Clinical Practice. It outlines useful information on, disclosure, useful resources, the student’s journey to clinical practice and types of disabilities and their reasonable adjustments. It provides a guide to the provision of appropriate learning supports for nursing and midwifery students with a disability so that they have the opportunity to achieve the learning outcomes and maximise their performance in clinical practice. (Howlin, F. & Halligan, P. (Eds.) (2011)).

  • Web link

    To be or not to be ‘a disabled student’ in higher education: the case of a postgraduate non-declaring’ (disabled) student

    Journal of Research in Special Educational Needs: This paper draws on data from a research project that was funded by the UK's Higher Education Academy. In the UK, some students declare their disabled status on entry to a higher education institution, some do so once at the institution and some never let the institution know of their impairment. It is the perspectives of this latter group that are particularly difficult to access. Anna's experiences as a postgraduate student provide some insight into what may affect decisions about declaration of impairment. Drawing on a social-relational understanding of disability, factors that influenced her decision not to ‘declare’ and the consequent effect on her experience of higher education are explored.

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