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  • Web link

    Dyslexia and Foreign Language Learning

    This page is hosted by Dr Margaret Crombie, Support for Learning Manager for Highland Council, Scotland. Margaret is an experienced teacher and lecturer. She has considerable experience in the assessment, teaching and support of dyslexic children and adults, and has conducted research into the learning of foreign languages in school.

  • Article

    Embedding mental wellbeing in Australian regional universities: Equity interventions

    This paper outlines findings from a study of regional university students and mental health interventions that combined a desktop survey of web-based university resources and an integrative review of relevant literature. Our findings show that most Australian universities do not integrate their mental wellbeing support into the curriculum and that mental health professionals and educators typically work in silos. Consequently, universities only have limited success in addressing student wellbeing needs. We argue that there is a need to draw on best practice for embedding academic support as part of inclusive pedagogies and curricula, in order to extend these to include mental wellbeing support. (2018. Helen Scobie and Michelle Picard, The University of Newcastle)

  • Article

    Employment and study outcomes after graduation: An Australian higher education equity perspective (NCSEHE)

    A study led by The University of Western Australia and funded by the National Centre for Student Equity in Higher Education (NCSEHE) has found improvements for the disadvantaged in accessing a tertiary education, but there are still challenges that lie ahead in the job market.

    The study, led by Dr Ian Li and David R. Carroll from UWA’s School of Population and Global Health, used 2016 data collected from the Australian Graduate Outcomes Study linked to administrative records from 19 Australian universities. It examined education and employment opportunities available to people from lower socioeconomic backgrounds, people with a disability, and people from non-English speaking backgrounds.

  • Article

    HEPPP: The Australian student equity program and institutional change: paradigm shift or business as usual?

    A report by NCSEHE Equity Fellow Dr Nadine Zacharias from Deakin University examined how the HEPPP initiative had been implemented by universities and whether it had met government aspirations for achieving student equity in higher education. 

    This Australian-first comprehensive analysis of the Higher Education Participation and Partnerships Program (HEPPP) has informed recommendations for systemic change in policy and practice in student equity, which complements the current HEPPP review report, and could be a valuable contribution to the forthcoming national evaluation framework.

    This research was conducted as part of the 2016 NCSEHE Equity Fellows Programme, and incorporated five interrelated components, including an analysis of HEPPP annual progress reports, three institutional cases studies, and an engagement strategy with the Australian Government Department of Education and Training and key stakeholders across the sector.

    The project produced a set of diagnostic tools, an interpretative model and an Equity Initiatives Map, to enable analyses of HEPPP program design and implementation that can assist institutional equity strategy and performance.

  • Web link

    Higher Education Publications

    The Higher Education publications section includes: Annual publications, Finance Reports; Newsletters and Statistics.

  • Web link

    International Classification of Functioning, Disability and Health (ICF)

    The ICF puts the notions of 'health' and 'disability' in a new light. It acknowledges that every human being can experience a decrement in health and thereby experience some degree of disability. Disability is not something that only happens to a minority of humanity. The ICF thus 'mainstreams' the experience of disability and recognises it as a universal human experience. By shifting the focus from cause to impact it places all health conditions on an equal footing allowing them to be compared.

  • Article

    Issues and Trends for Students with Disability. Review of NCSEHE Funded Research

    This review focuses on presenting the key findings, recommendations and future directions for further research for the equity group of students with disability (November 2016)

  • Article

    Legal and ethical dilemmas and issues for Disability Liaison Officers in tertiary institutions.

    This paper, presented at Pathways 4 conference, considers ethical and legal issues associated with individual professional practice including negligence, negligent misstatement and client confidentiality. It addresses contextual professional concerns such as intra- and inter-role conflict (for example advocate versus mediator, or DLO role versus other University roles), and the difficulty of working in complex environments with competing agendas. (1997 Annette Rudd and Karen King).

    Download: Article
  • Article

    Mainstreaming Captions for Online Lectures in Higher Education in Australia (NCSEHE)

    Alternative Approaches to Engaging with Video Content. This research concludes that if captions for online lectures are made available, students will utilise captions as part of a personalised approach to learning. And therefore recommends the Australian university sector expand the use of captions from a purely assistive technology for people with disabilities to a mainstream instructional technology.  Mike Kent and Katie Ellis, 2017.

  • Article

    Mentoring Programs and Equity Groups: The Australian Story (NCSEHE)

    Australia-wide mentorship programs structured for equity students reported exceptional performance against evidence-based benchmarks.  All of the surveyed equity group programs demonstrated good or exemplary practice. Seven recommendations were made for university practice in relation to mentoring programs and further research, including an examination of the specific support for disadvantaged students during and nearing course completion  (May, 2017. Susan Beltman, Shamim Samani and Kate Ala’i Curtin University).