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Comprehensive guidlines for making meetins and conferences more accessible. 

The National Deaf Center on Postsecondary Outcomes (NDC) supports postsecondary success for deaf people.

This NCSEHE briefing note reports on domestic undergraduate equity student participation in Australian higher education from 2013 to 2018. It focuses on trends among domestic undergraduate enrolments in Table A Provider institutions in identified equity groups: Low socioeconomic status (Low SES) students; Students with Disability 
Indigenous students; Women in Non-Traditional Areas (WINTA) students; Regional students; Remote students; and, Non-English Speaking Background (NESB) students, also referred to as ‘Culturally and Linguistically Diverse’ (CALD) students

All student data reported or derived for the purposes of this document are sourced from the Australian Government Department of Education (Australian Government Department of Education, 2019).

This study funded by the National Centre for Student Equity in Higher Education (NCSEHE) examines student engineers’ experiences in Work Integrated Learning (WIL) placements. The study provides insights into how to guide improvements in engineering WIL practice, particularly in relation to access, quality and wellbeing for students in equity groups.(Natalie Lloyd (University of Technology Sydney), Megan Paull (Murdoch University), Teena Clerke (University of Technology Sydney) and Sally Male (The University of Western Australia - December 2019)

This resource focuses on how VET Staff and Educators can communicate, interact and respond to the needs of individuals with disability to positively influence their experience and educational outcomes. Additionally, it explores how development, delivery and assessment practices can also have a significant impact. It promotes accessibility and inclusion and the reduction of barriers in vocational education and training.

This webinar looked at the Round Table’s (Round Table on Information Access for People with Print Disabilities) Guidelines for Accessible Assessment. The updated guidelines were launched in May 2019 and contain recommendations designed to make assessment materials accessible to students of all ages and levels of education. A copy of the guidelines can be downloaded from: http://printdisability.org/guidelines/guidelines-for-accessible-assessment-2019/(November 2019)

Macintosh computers provide a range of inbuilt features that may benefit people with various disabilities.  In the attached document you will find a list of tools and a brief explanation of how to access them. 

This short documentary focuses on students with disability in College navigating college life – from finding lecture theatres, to learning to live independently, to fitting in with a new group of friends.

ADCET in partnership with the National Centre for Student Equity in Higher Education (NCSEHE) were joined by Dr Wojtek Tomaszewski from the University of Queensland in presenting this webinar.

For this webinar Wojtek presents results from recent research that draws on robust large-scale quantitative data sets to investigate the short and long-term socio-economic trajectories of Australian university graduates from equity groups and compare them with outcomes for non-equity students across multiple domains. (November 2019)

It is suspected that there is a much larger population of students who choose non-disclosure, and therefore decide not to access support. Very little is known about the reasons for non-disclosure as this group represents a hidden population in higher education. This research identified that there were sound reasons for non-disclosure, students continually weigh up potential disclosure during their study, and students have difficulty with the disclosure process. We conclude that institutions need to understand that they have an invisible group of non-disclosing SWD in their student populations and that, to meet their learning challenges, universities need to support changes to policies, procedures and curriculum design.  (International Journal of Inclusive Education. Volume 23, 2019. Susan Grimes, Erica Southgate, Jill Scevak and Rachel Buchanan.  )