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The Dear Dyslexic Foundation works to be the leading organisation in Australia that improves life outcomes for people 16 and over with dyslexia, their families and the broader community.  There goal is to:  reduce stigma and encourage those with dyslexia to seek help, through education and awareness; provide equitable access to evidence-based service, support, advice and advocacy; use and adapt to advances in technology; and, develop strong strategic partnerships and sound corporate governance.

SensusAccess is a self-service, alternate media solution for educational institutions. SensusAccess allows students, faculty, staff and alumni to automatically convert documents into a range of alternate media including audio books (MP3 and DAISY), e-books (EPUB, EPUB3 and Mobi) and digital Braille. The service can also be used to convert inaccessible documents such as image-only PDF files, JPG pictures and Microsoft PowerPoint presentations into more accessible and less tricky formats.

This webinar was hosted by ADCET and the Australian Tertiary Education Network on Disability (ATEND) in September, 2017.  In this webinar the presenter, Cathy Easte, provides us with a summary of the 40th AHEAD Annual Conference in the USA,  that she attended in July 2017. 

Speakers PowerPoint presentations are available for the Australasian Mental Health and Higher Education conference.  The aim of this conference was to provide an opportunity to explore and discuss the issues of mental health in higher education and possible approaches for more effectively dealing with identified and anticipated challenges. (June 2017)

Information developed by Victorian Deaf Society, covering how to work with an interpreter and how to book an Auslan interpreter.

This booklet has been written for young adults living with arthritis it includes information about how arthritis impacts on daily living and what you can do to overcome some of the challenges you might face (for example, relationships, work, study, alcohol and pregnancy) 

This webinar was hosted by ADCET and the Australian Tertiary Education Network on Disability (ATEND) in September, 2017. Presented by Darren Britten and Martin Kelly,  In this webinar Darren and Martin looked at the changing teaching and learning landscape for students with disability and explored some of the readily available tools and technologies that can assist them in actively engaging with their studies.

This webinar was hosted by ADCET and the Australian Tertiary Education Network on Disability (ATEND) in August, 2017.  Presented by Rita Kusevskis-Hayes, Dr. Colin Clark and Matthew Wilkinson - UNSW project team.  This webinar was based around research that is investigating why members of equity groups choose not to self-identify to their universities, either upon enrolment or later. This webinar discussed: The purpose of the project; What is known so far from disclosure statistics and different disclosure practices and methods across institutions; and, What is not known.

The Inherent Requirements for Studying Medicine in Australia and New Zealand has been developed by Medical Deans for use in professional entry level medical training with the aim of providing the greatest access for students with a disability while ensuring safe clinical training.  Should a student have concerns about their capacity to meet the inherent requirements for studying medicine, discussion should take place about what adjustments may be necessary and reasonable. The Inherent Requirements document is a starting point for discussion between a school and an individual about the tasks and skills a student will need to be successful and how they will best achieve these outcomes.

The document has been provided to all medical schools as a guideline document and schools may choose whether they wish to adopt it as part of their local practice. The Inherent Requirements for Studying Medicine in Australia and New Zealand will be reviewed again in 2019.

This handbook offers research-based guidance for academic teachers and leaders – as the drivers of innovation in university teaching and learning – to understand how and why particular curriculum choices or pedagogical approaches might support or undermine the psychological needs and academic outcomes of university students.  (Chi Baik, Wendy Larcombe, Abi Brooker, Johanna Wyn, Lee Allen, Matthew Brett, Rachael Field, Richard James)