- The Breadth and Depth of Disability-Related Literature: From the Editor
- The Impact of Transition Services in Facilitating College Degree for Students with Visual Impairments: Post-Bachelor’s Degree Perspectives
- A Descriptive Review of ADHD Coaching Research: Implications for College Students
- Investigating the Outcomes and Perceptions of an Inclusive Aquatic Exercise Class for University Students with Physical Disabilities
- Perspectives of North American Postsecondary Students with Learning Disabilities: A Scoping Review
- Applying Salutogenesis to the Experiences of Students with Disabilities in the Netherlands
- An Innovative Postsecondary Education Program for Students with Disabilities in STEM (Practice Brief)
- Student Learning Outcomes for Disability Services: What Evidence do you Have? From the Editor
- Use of Student Learning Outcomes in Postsecondary Disability Offices
- Emerging Adults: Perspectives of College Students with Disabilities
- A Qualitative Investigation of Bullying of Individuals with Disabilities on a College Campus
- Transitional Challenges for Students with Disabilities During a Period of Systemic Imbalance
- Predictors and Trajectories of Educational Functioning in College Students With and Without Attention-Deficit/Hyperactivity Disorder
- Students with Intellectual and Developmental Disabilities in Postsecondary Education: From the Editor
- The Use of a Coaching Model to Support the Academic Success and Social Inclusion of Students with Intellectual Disabilities in Community and Technical College Settings
- Exploring Barriers for Facilitating Work Experience Opportunities for Students with Intellectual Disabilities Enrolled in Postsecondary Education Programs
- Inclusive Community Service Among College Students With and Without Intellectual Disability: A Physical Activity in Inclusive Postsecondary Education for Students With Intellectual Disability
- Promoting Employee Handbook Comprehension for Postsecondary Students with Intellectual Disability and Autism Spectrum Disorders
- “Letting Go:” Parent Perspectives on the Outcomes of an Inclusive Postsecondary Education Experience for Students with Developmental Disabilities
- It’s Okay to Teach People with an Intellectual Disability About Their Disability (Practice Brief)
- A Financial Literacy Course for Postsecondary Students with Intellectual Disabilities (Practice Brief)
- A Tribute to the Commitment to Disability Studies Academic Literature: From the Editor
- Development of a First Year Success Seminar for College Students with Disabilities
- Sexual Coercion Experiences Among Canadian University Students with Disabilities
- University Students with Disabilities: Factors that Contribute to Their Self-Predicted Likelihood of Graduation
- Do Multimedia Instructional Designs Enhance Comprehension in College Students with Dyslexia?
- Social Group Membership and Risk-Taking Behaviors Among College Students with ADHD Symptoms
- Disability in Postsecondary STEM Learning Environments: What Faculty Focus Groups Reveal About Definitions and Obstacles to Effective Support
- Promoting Inclusive Teaching Among College Faculty: A Framework for Disability Service Providers (Practice Brief)
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)
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.