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The Higher Education student data collection encompasses enrolments, equivalent full time student load (unit of study data) and completions, and is reported by all Higher Education Providers. Full Year Data (as at 14 July 2020)

Below are direct links to specific areas of interest for data on students with disability in Higher Education.

In this webinar a panel of TAFE students with disability share how COVID-19 disruptions impacted on their studies.  Hear about their challenges, the successful strategies and coping skills they used, the unexpected benefits they discovered, and what they want to take forward.  Students will also share their thoughts, insights and suggestions for on-line learning.  (September 2020)

In this webinar a panel of university students with disability share how COVID-19 disruptions impacted on their studies.  Hear about their challenges, the successful strategies and coping skills they used, the unexpected benefits they discovered, and what they want to take forward.  Students also share their thoughts, insights and suggestions for on-line learning. (September 2020)

Over the last few years, a number of universities have implemented specialist peer mentoring programs to support students on the Autism Spectrum with their studies.  While many of us appreciate the positive impact these can have for students on the spectrum, what’s the impact for the mentors?  This webinar draws on the experience of a panel of student mentors from across Australia to explore the personal and potential professional benefits of being a mentor.  Mentors will also share their insights on the impact of COVID-19 on their role and for their mentees, and will offer some suggestions for supporting students on the Autism Spectrum during these times. (August 2020)

Survey Report: Beyond COVID-19. The impact of COVID-19 on disability practitioners in the tertiary education sector

In July 2020, the Australian Department of Education, Skills and Employment provided grant funding to ADCET to facilitate a nationally cohesive response to address challenges of COVID-19 for disability practitioners from Universities and Vocational Education and Training sectors in tertiary education.

The first step was to survey sector regarding the impact of COVID-19 to: 

• identify the key issues and needs for disability practitioners and students with disability; 
• capture and collate the key learnings and opportunities; and,
• guide the sector nationally post COVID-19 towards improved inclusive practice informed by the principles of Universal Design for Learning (UDL). 

Thank you to the Practitioners from across Australia who shared their passion and wisdom with us. The report outlines the responses and critical findings from the survey and identified 18 key recommendation that will inform ADCETs collaborative work with the National Disability Coordination Officers program to support the sector going forward.

This Vision Australia guide includes an overview of relevant Federal legislation that protects your right to participation in education, how and who you can approach for assistance, and the most effective ways to promote your rights. 

We know that people who are blind or have low vision encounter barriers in many areas, including accessing Tertiary Education. From this guide, you will learn to identify communication strategies and skills you can use to develop an organised approach to addressing barriers you will encounter in education settings due to your blindness or low vision. 

Over the last few years, a number of universities have implemented specialist peer mentoring programs to support students on the Autism Spectrum with their studies.   While many of us appreciate the positive impact these can have for students on the spectrum, what’s the impact for the mentors?  This webinar draws on the experience of a panel of student mentors from across Australia to explore the personal and potential professional benefits of being a mentor.  Mentors will also share their insights on the impact of COVID-19 on their role and for their mentees, and will offer some suggestions for supporting students on the Autism Spectrum during these times. (August 2020)

myWAY Employability is a smart web platform designed specifically to help young people on the autism spectrum plan and prepare for their working life. myWAY Employability guides young people through a series of questions to help them identify their strengths, interests, learning and environmental preferences, and then matches this information to potential relevant careers and employment pathways. myWAY Employability provides scaffolded goal setting, to break goals into smaller action lists to track progress. 

A research project which looked at how students with autism in higher education undertaking group work can be better supported to work with their peers. The research that also looked at existing best practice guidance led to a set of good practice principles for academic staff and autism practitioners. 

These Guidelines aim to complement your institution’s general approach to return to campus and enhance existing resources by ensuring that return-to-campus plans are viewed through a ‘disability lens’. 

They provide considerations and practical recommendations to support the safe return of staff and students with disability in COVID-19 back onto campus when they are comfortable and able to do so. (July 2020)