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  • Article

    Viewpoints on how students with autism can best navigate university

    This research aimed to examine viewpoints on what affects the success of Australian university students with autism spectrum disorders (ASD).

    Despite recognition of the challenges faced by students with ASD there is limited understanding of the barriers and facilitators to participation in major life areas, such as being a university student.

    Material and Method: Q-methodology was used to describe the viewpoints of university students with ASD, their parents and their mentors, on success at university for students with ASD. A total of 57 participants completed the Q-sort.

    Results/Findings: Three viewpoints emerged; Individualised Support, Contextual Support and Social Support.

    Conclusions: This study highlighted that supports need to be individualised to the barriers and facilitators faced by Australian students with ASD. Supports also need to be contextualised to the built and social environments of universities.

    This work was supported by the Cooperative Research Centre for Living with Autism (Autism CRC)

  • Web link

    JobAccess - Stories

    These stories describe the diverse experiences of people with disability in the workforce, including their experience using JobAccess, disclosing disability and employer flexibility.

  • Article

    Study of Australian School Leavers with Autism

    The longitudinal Study of Australian School Leavers with Autism (SASLA) has released a snapshot to understand who is taking part in this survey and what their experiences are at the time of first entering the study.

    This project follows young people aged 15 to 25 years over a 2-year period. It is part of a long-term Autism CRC strategy to develop a range of assets for national and international autism research. (February 2019)

  • 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)

  • Web link

    Effective Practices for Description of Science Content within Digital Talking Books

    This website provides both general guidelines that should be followed when describing STEM images and many examples of how the guidelines can be implemented.

  • 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

    Journal of Postsecondary Education and Disability - JPED Volume 30, Issue 1 (2017) - (US)

    Volume 30, Issue 1

    • Collaborations Between Centers for Teaching and Learning and Offices of Disability Services: Current Partnerships and Perceived Challenges
    • Exceptional Faculty Members Who Responsively Teach Students with Autism Spectrum Disorders
    • Embracing Diversity and Accessibility: A Mixed Methods Study of the Impact of an Online Disability Awareness Program
    • Postsecondary STEM Education for Students with Disabilities
    • Disability and Career Services Provision for Students with Disabilities at Institutions of Higher Education in Japan
    • The Impact of the Psychological Sequela of Trauma on Veterans Seeking Higher Education
    • Student Attitudes and Perceptions About Postsecondary Education for People with Intellectual Disabilities 
  • 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)