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For Dyslexia Awareness month ADCET was joined by five students from Universities and TAFE’s across Australia to discuss their tertiary education journey through their lived experience with dyslexia.

We aim to challenge your thinking, ensure you reflect on your practice and improve your knowledge around teaching and support strategies for your students with dyslexia.

Microsoft and Made By Dyslexia have a shared mission to empower every person with dyslexia to reach their potential, and we have partnered to create tools to help make this happen.

The objectives of the course are: To empower teachers and parents to understand dyslexia, both it’s strengths and challenges; To gain essential knowledge in how to recognize and support dyslexia; How to create a dyslexia-inclusive classroom; and, To know when and where to seek further help.

The five modules cover: What is dyslexia?; Dyslexic thinking skills; Indicators of dyslexia; Dyslexia inclusive classroom; and, Importance of identification.

Moving from high school to tertiary education or from education to the work place can stressful experiences.

Living with blindness or low vision can present additional challenges to this, as workplaces, educational institutions and other organisations can sometimes lack the resources and knowledge needed to be accessible and inclusive.

Hear from our expert panel on how they navigated these challenges.  

• Cameron Roles, Senior Lecturer at the Australian National University and Vision Australia Board member
• Paul Hedley, Vision Australia Client Reference Group (CRG) member  
• Nadia Mattiazzo, Vision Australia Client Reference Group (CRG) member   

An institution-wide approach, including staff and students, could reduce the structural barriers to higher education retention and success for students from disadvantaged backgrounds, according to this report.
The research, led by Dr Ryan Naylor from La Trobe University and funded by the NCSEHE, recommended institutions prioritise a culture of equal opportunities and experiences, rather than relying on students to adapt to existing structures.

ADCET & the NDCO program hosted a panel discussion on the intersectionality between the National Disability Insurance Scheme and the post-secondary education system. Hear from TAFE & University Disability Practitioners about their experiences. 

The panel worked through a case study and discussed some of the grey areas that have arisen with the introduction of the scheme across the country.  (September 2019)adcet

This book offers pragmatic guidance to support academic and student services staff in engaging with this critical issue, both in terms of being proactive within their role to promote a positive approach to wellbeing, and understanding how to care appropriately for students who may not be flourishing in the university environment. 
Key topics include: The pressure points and transitions of student life; The crucial role of departmental and academic staff; How to make mental health policies work; The legal obligations and limits of student support; and, Creating the conditions for confident support. (2019)

For this follow-up webinar with Troy Waller from Microsoft he will show how:

• Microsoft Translator is used to support communication across multiple languages and for the deaf.
• Windows 10 Ease of Access Centre helps make your device easier to use.
• To access resources and online training to master the tools and features in this pair of webinars.

(September 2019)

Matt Brett, Director of Academic Governance and Standards at Deakin University shares his views with Blackboard on the progression of disability inclusion in Australian higher education over the past 30 plus years and the role of technology in improving accessibility. (September 2019)

This paper examines the discord that exists between the institutional rhetoric of inclusion in higher education and the complex realities of being a student with a disability. Findings are drawn from a small-scale qualitative study of 28 students with disability studying at a regional university in Queensland, Australia, who reflected on their experiences and views about key aspects of university life, including admissions processes, university services (including disability support), academic engagement, and specific academic policies and processes.Emerging themes present a disparate picture. (Cate Rooney, CQU. 2019)

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)