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  • Article

    Access, quality and wellbeing in engineering WIL placements: Implications for equity and diversity

    This study funded by the National Centre for Student Equity in Higher Education (NCSEHE) examines student engineers’ experiences in Work Integrated Learning (WIL) placements. The study provides insights into how to guide improvements in engineering WIL practice, particularly in relation to access, quality and wellbeing for students in equity groups.(Natalie Lloyd (University of Technology Sydney), Megan Paull (Murdoch University), Teena Clerke (University of Technology Sydney) and Sally Male (The University of Western Australia - December 2019)

  • Web link

    Disability Awareness Supporting Students in VET - eLearning

    This resource focuses on how VET Staff and Educators can communicate, interact and respond to the needs of individuals with disability to positively influence their experience and educational outcomes. Additionally, it explores how development, delivery and assessment practices can also have a significant impact. It promotes accessibility and inclusion and the reduction of barriers in vocational education and training.

  • Video

    Webinar: Accessible Assessments for Students with Vision Impairment

    This webinar looked at the Round Table’s (Round Table on Information Access for People with Print Disabilities) Guidelines for Accessible Assessment. The updated guidelines were launched in May 2019 and contain recommendations designed to make assessment materials accessible to students of all ages and levels of education. A copy of the guidelines can be downloaded from: http://printdisability.org/guidelines/guidelines-for-accessible-assessment-2019/(November 2019)

  • Video

    Students’ Stories – The Same, But Different (Ireland)

    This short documentary focuses on students with disability in College navigating college life – from finding lecture theatres, to learning to live independently, to fitting in with a new group of friends.

  • Video

    Webinar: Beyond graduation: Long-term socioeconomic outcomes amongst equity students

    ADCET in partnership with the National Centre for Student Equity in Higher Education (NCSEHE) were joined by Dr Wojtek Tomaszewski from the University of Queensland in presenting this webinar.

    For this webinar Wojtek presents results from recent research that draws on robust large-scale quantitative data sets to investigate the short and long-term socio-economic trajectories of Australian university graduates from equity groups and compare them with outcomes for non-equity students across multiple domains. (November 2019)

  • Article

    University student perspectives on institutional non-disclosure of disability and learning challenges: reasons for staying invisible

    It is suspected that there is a much larger population of students who choose non-disclosure, and therefore decide not to access support. Very little is known about the reasons for non-disclosure as this group represents a hidden population in higher education. This research identified that there were sound reasons for non-disclosure, students continually weigh up potential disclosure during their study, and students have difficulty with the disclosure process. We conclude that institutions need to understand that they have an invisible group of non-disclosing SWD in their student populations and that, to meet their learning challenges, universities need to support changes to policies, procedures and curriculum design.  (International Journal of Inclusive Education. Volume 23, 2019. Susan Grimes, Erica Southgate, Jill Scevak and Rachel Buchanan.  )

  • Video

    Webinar: Supporting students with dyslexia at university

    This presentation gives details about a research project conducted at a regional university in Australia about how to better support university students with dyslexia. The study included a validated self-report survey (used for recruitment), student interviews and a focus group made up of staff from the university. It concludes that identification of students with dyslexia is an extremely complex issue, and the best way to support these students and other at-risk learners is to adopt principles of Universal Design. The presentation includes specific recommendations for following these principles. (October 2019)

  • Video

    Webinar: Dyslexia awareness month - the students' voice

    For Dyslexia Awareness month ADCET was joined by five students from Universities and TAFE’s across Australia to discuss their tertiary education journey through their lived experience with dyslexia.

    We aim to challenge your thinking, ensure you reflect on your practice and improve your knowledge around teaching and support strategies for your students with dyslexia. (October 2019)

  • Video

    Webinar: NDIS and further education panel discussion

    ADCET & the NDCO program hosted a panel discussion on the intersectionality between the National Disability Insurance Scheme and the post-secondary education system. Hear from TAFE & University Disability Practitioners about their experiences. 

    The panel worked through a case study and discussed some of the grey areas that have arisen with the introduction of the scheme across the country.  (September 2019)

  • Article

    Student Mental Health and Wellbeing in Higher Education A practical guide - UK

    This book offers pragmatic guidance to support academic and student services staff in engaging with this critical issue, both in terms of being proactive within their role to promote a positive approach to wellbeing, and understanding how to care appropriately for students who may not be flourishing in the university environment. 
    Key topics include: The pressure points and transitions of student life; The crucial role of departmental and academic staff; How to make mental health policies work; The legal obligations and limits of student support; and, Creating the conditions for confident support. (2019)

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