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  • Article

    Not by degrees: Improving student mental health in the UK's universities

    Levels of mental illness, mental distress and low wellbeing among students in higher education in the UK are increasing, and are high relative to other sections of the population.  Around three-quarters of adults with a mental illness first experience symptoms before the age of 25.

    Over the past 10 years there has been a five-fold increase in the proportion of students who disclose a mental health condition to their institution. The higher education sector and government both have an interest in helping to improve the mental health and wellbeing of students. Universities should make the issue a strategic priority and adopt a ‘whole-university’ approach based on prevention and promotion, early intervention and low-level support, responding to risk and crisis management, and referral into care and treatment. 

  • Article

    VET in NSW: Report into access and outcomes for young people experiencing disadvantage.

    Youth Action, Uniting and Mission Australia collaborated with other sector organisations to better understand the challenges faced by young people who want to complete a VET qualification by conducting community consultations and a sector stakeholder survey. This report is based on the evidence gathered through these consultations, research and literature review. (February 2018)

  • Article

    Universal Design for Learning. A Best Practice Guideline - Ireland

    These guidelines (developed in Ireland) outline UDL principles and address a wide range of readers, with different experiences, roles, attitudes and ideas about how to address student diversity.  There are seven guidelines that discuss important aspects of introducing UDL as a key concept for creating inclusive learning

  • Web link

    Mental health conditions toolkit - UK

    The aim of this toolkit is to help staff to support students with mental health conditions in universities. The toolkit provides information which can be used by all university staff to increase knowledge, understanding and confidence, in order to help students maximise their academic potential.

  • Video

    Using Read&Write at University

    A number of short videos showing how Read&Write can be used in the university setting.

  • Article

    Table 4: ‘To-do list’ (blank)

    How to transition to tertiary education. Helpful hints for people with autism spectrum disorder - Table 4.

    Download: Table 4 (doc)
    Download: Table 4 (pdf)
  • Video

    Webinar: Mainstreaming Captions for Online Lectures in Higher Education in Australia

    This webinar was hosted by ADCET and the Australian Tertiary Education Network on Disability (ATEND), in partnership with the National Centre for Student Equity in Higher Education (NCSEHE) in November, 2017.  Presented by Mike Kent and Katie Ellis, Curtin University. The presentation reports findings of NCSEHE funded research assessing the usefulness of captioned recorded lectures as a mainstream learning tool.

    Download: Transcript
  • Video

    Making an accessible video

    This video, from The DO-IT Centre, USA,  describes key elements to consider when making a video, so that it is accessible to all viewers. This includes captioning, audio description, and pre-production techniques and considerations.

  • Video

    Webinar: Equity in VET and mental ill health

    This webinar was hosted by ADCET and the Australian Tertiary Education Network on Disability (ATEND) in October, 2017. Presented by Bryan Winnett.  This presentation explored Bryan's development of vocational training courses for students who have experienced mental illness, and are often in varying degrees of recovery. Bryan talked about a short ABC Documentary produced by one of his student group with assistance from ABC Open.

    Download: Transcript
  • Video

    Webinar: Juggling feeling capable and different: A grounded theory of studying at university while living with mental ill-health

    This webinar was hosted by ADCET and the Australian Tertiary Education Network on Disability (ATEND) in October, 2017. Presented by Dr Priscilla Ennals. This presentation reports on a grounded theory study that used a participatory framework to explore the experiences of university students experiencing mental ill-health. While between 20 and 25% of university students are estimated to experience mental ill-health, little has been understood from the perspectives of students themselves about their experiences and the impacts of their ill-health on their studies.

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