View high contrast
Toggle menu
Australian Disability Clearinghouse on Education and Training
RSS
Newsletter
LinkedIn
Facebook
Twitter

Search

Search for text:

Close

Search tips

If you enter two or more words in the search field, the search results will include matches for any of those words.

To optimise the search results, you can use the following operators in the search field:

  • Surround a phrase with double quotes (") to search for the whole phrase.
  • Prefix a word with + if all search results must include the word.
  • Prefix a word with - if the search results must not include the word.

Examples:

  • one two
    Search for either one or two.
  • "one two"
    Search for the whole phrase "one two" rather than the individual words one or two.
  • +one two
    All search results must include one, and will rank higher if they also contain two.
  • +one -two
    All search results must include one, but none will include two.

Search in:

      Select All | None







Filter resources by the selected categories:

Tags
Audiences
Regions
Sectors
Sort results by:
Results per page:

Search results

  • Web link

    JobAccess: Employer Toolkit

    The JobAccess Employer Toolkit is an online resource to guide employers through the entire process of employing people with disability, using simple, straightforward videos, downloadable resources and highlighting real-life case studies.  The Employer Toolkit covers a range of topics relating to disability employment, including creating inclusive policies, finding and interviewing jobseekers with disability, and making adjustments in the workplace.

  • Web link

    TEQSA Guidance Note: Diversity and Equity

    TEQSA have identified the terms 'diversity' and 'equity' within the Higher Education Standards (HES) Framework and have developed guidance notes to assist Higher Education providers in insuring equivalent opportunities for student academic success.

    TEQSA guidance notes aim to provide greater clarity for providers in the interpretation and application of selected standards. Guidance notes draw on our regulatory experience and knowledge of experts in the higher education sector. The guidance notes are not instructional or ‘how to’ documents for compliance with the new HES Framework.

    Guidance Note: Diversity and Equity (Version 1.2. 11 October 2017)

  • 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.

  • 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
  • Web link

    Good Practice Framework for supporting students with a disability - UK

    The Office of the Independent Adjudicator (OIA) in the UK, have published this framework that outlines good practice guidance for providers to consider when supporting students with disability.  It includes guidance on how providers can remove obstacles to learning, and on supporting students before and during their studies, as well as on what to do when things go wrong. 

1 2 3 4 5 6 7 8 9 10