Are there postgraduate students with a disability? An observation of access and opportunity is that disparities are always greatest in higher education because they reflect the attrition that has taken place in compulsory education. The author (JB Lambert, Auckland University of Technology) suggests that this continues to be the case although aggregated figures may obscure this for various reasons.
Disability Services at Western Sydney University (WSU) along with associated faculty, has developed a series of inherent requirement Statements. The inherent requirements outlined provide a guide for students and staff when deciding whether you are able to meet these requirements and the type of reasonable adjustments that could be put in place to allow you to complete the course without compromising the academic integrity of the course.
Inherent requirements have been developed for the following courses: (all links go to an external website)
- Bachelor of Applied Leadership and Critical Thinking
- Master of Art Therapy
- Bachelor of Community Welfare
- Graduate Diploma in Counselling
- Graduate Diploma in Cardiac Sonography
- Bachelor of Criminal and Community Justice
- Bachelor of Design
- Education and Teaching
- Interpreting and Translation
- Midwifery (undergraduate)
- Nursing (undergraduate)
- Nursing and Midwifery (postgraduate)
- Occupational Therapy
- Bachelor of Paramedicine
- Podiatric Medicine
- Master of Professional Psychology
- Master of Psychology (Clinical Psychology)
- Bachelor of Social Work
- Teachers of English to Speakers of Other Languages (TESOL)
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.
The June Opie Fellowship is available to citizens and permanent residents of Australia, New Zealand and Canada who have a severe disability. Intended for those who plan to undertake postgraduate study with a view to entering the professions, particularly university teaching and research. One fellowship is granted annually for NZ$12 000. Applications close October.
This guide will help you if you’re considering a PhD, but worried that a pre-existing medical condition may make it more difficult. It contains information on applying for a PhD with a disability and advice for managing the day to day undertaking of your research project.
This report presents the findings of a research project that looks at how to improve the understanding of the wellbeing and mental health of postgraduate researchers (PGRs) and associated institutional support in the UK. The report recommends a range of interventions for Research England (as a Council within UK Research and Innovation), and Higher Education Institutions (HEIs) to ensure a healthy and supportive research environment for all postgraduate researchers.
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.
Archived: An Investigation Into International Best Practice In Facilitating The Transition Of Tertiary Education Students With Disabilities Into Their Post-Graduate Careers. This report aims to describe a model of best practice in Australia that will facilitate the transition of people with a disability from tertiary education and training into their postgraduate careers. Eric Boardman, Regional Disability Liaison Officer, Central Queensland (October 2003).