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)
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.
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)
Connect50 is an internship scheme in regional Victoria that matches talented university and TAFE students with disability with paid roles in local businesses. For students, it’s a chance to gain vital work experience during study. For employers, it’s a talent pipeline that helps cultivate an inclusive and diverse workplace culture.
This website provides both general guidelines that should be followed when describing STEM images and many examples of how the guidelines can be implemented.
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.
- Partnering to Achieve Intended Outcomes: From the Editor
- 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: Lessons Learned from a Decade of NSF Funding
- Disability and Career Services Provision for Students with Disabilities at Institutions of Higher Education in Japan: An Overview of Key Legislation, Policies, and Practices
- 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 (Practice Brief)
- A Taxonomy for Students with Disabilities in Higher Education: From the Editor
- PASSing College: A Taxonomy for Students with Disabilities in Postsecondary Education
- 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
- Promoting Positive Transition Outcomes: Effective Planning for Deaf and Hard of Hearing Young Adults (Book Review)
- Facilitating Access to, and Success in, Higher Education: From the Editor
- 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
- Doggone Good? Potential Benefits of Assistance Animals for Students on College Campuses
- College Students with Autism Spectrum Disorder: Perceptions of Social Supports that Buffer College-Related Stress and Facilitate Academic Success
- College Preparation Program for High School Youth Who Are Blind: The Summer Academy
- "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