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The April 2019 edition of the Journal of the Australian and New Zealand Students Services Association (JANZSSA) includes -  How Can Universities Encourage Self-Disclosure by Equity Students? (Colin Clark, Rita Kusevskis-Hayes and Matthew Wilkinson); The UNIfy program: Providing Additional Support to Students with Mental Health Issues in a University Context (Jocelyn Courtney, USC);  and,ANZSSA Heads of Counselling Services HOCS Benchmarking Survey 2018 Summary Report (Annie Andrews)

It is always a challenge to identify when an audio description is required. Vision Australi's WCAG guidelines for audio description support this decision-making process.

iPhones and iPads have a range of inbuilt features that may benefit people with various disabilities.  In this document you will find a list of tools and a brief explanation of how to access them.

This White Paper from AHEAD discusses solutions to the ongoing challenges and wide variation in disability resource professionals’ practice in recording notes on student interactions. The paper presents the results of a survey that explored disability resource practices for taking notes, offers guidance on documenting interactions with students, and includes examples to guide professional practice.

This article discusses the unique challenges and opportunities provided by the use of service animal as a part of the healthcare team, as provided by the piloted use of a service animal with a student nurse in an acute care facility. (Journal of Nursing Education and Practice. 2018, Vol. 8, No. 2)

Reasonable Adjustments are often difficult to negotiate in the ever changing Adult Education system. Teaching staff can struggle to understanding what a reasonable adjustment is, how an adjustment can be made and what is considered unreasonable. This short video provides an overview of Reasonable Adjustment and why it is important for students with a disability. (Funded by VET Development Centre, Developed by Melbourne Polytechnic, Student Services. 2015)

This report aimed to address significant gaps in scientific knowledge about the trajectories of post-graduation outcomes of students from equity groups by examining the following research questions: Do equity graduates reap the benefits of university education to the same extent as non-equity graduates over the short and long run?;  What are the differences in outcomes between graduates from different equity groups?; What are the specific outcome domains (e.g. labour market, social capital, wellbeing) where equity group graduates perform particularly well or particularly poorly?  (Wojtek Tomaszewski, Francisco Perales, Ning Xiang and Matthias Kubler - The University of Queensland)

The Guidelines for Accessible Assessment were written to guide teachers, support staff, accessible format producers and disability service practitioners when preparing educational assessment tasks for students with vision impairment. It is a rewrite of the Round Table Guidelines for Accessible Assessment (2011) to better reflect the changing delivery of an accessible assessment.

This webinar was presented by Cassidy Fein, Senior Product Manager at Echo360. Cassidy provides an overview of Echo360's approach to accessibility and compliance with accessibility standards, and demonstrate Echo360's ASR feature. (July 2019)

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