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.
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- The Effects of Professional Development on Universal Design for Instruction on Faculty Perception and Practice
- Accommodations and Support Services for Students with Autism Spectrum Disorders (ASD): A National Survey of Disability Resource Providers
- Breaking Barriers and Building Bridges: Understanding How a Student Organization Attends to the Social Integration of College Students with Disabilities
- Differences Between Students With and Without Disabilities in College Counseling
- Double Time? Examining Extended Testing Time Accommodations (ETTA) in Postsecondary Settings
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- College Students with Disabilities: The Relationship Between Student Characteristics, the Academic Environment, and Performance
- Universal Design and Disability: Assessing Faculty Beliefs, Knowledge, and Confidence in Universal Design for Instruction
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- College Students with Autism Spectrum Disorder: Perceptions of Social Supports that Buffer College-Related Stress and Facilitate Academic Success
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- "The Most Defining Experience:" Undergraduate University Students' Experiences Mentoring Students with Intellectual and Developmental Disabilities
- Becoming Self-Determined: Creating Thoughtful Learners in a Standards-Driven, Admissions-Frenzied Culture (Book Review)
- Student Voices: Recommendations for Improving Postsecondary Experiences of Students with Disabilities
- Cognitive Flexibility and Its Relationship to Academic Achievement and Career Choice of College Students with and Without Attention Deficit Disorder
- Measuring Self-Advocacy Skills Among Student Veterans with Disabilities: Implications for Success in Postsecondary Education
- "Smiling and Ready to Learn:" A Qualitative Exploration of University Audit Classroom Instructors' Experience with Students with Intellectual Disabilities
- College Students Who Have ASD: Factors Related to First Year Performance
- Faculty Mentorship Program for Students with Disabilities: Academic Success Outcomes (Practice Brief)
- Disability in Higher Education: A Social Justice Approach (Book Review)
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)
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
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.
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.
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.
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.