- The Breadth and Depth of Disability-Related Literature: From the Editor
- The Impact of Transition Services in Facilitating College Degree for Students with Visual Impairments: Post-Bachelor’s Degree Perspectives
- A Descriptive Review of ADHD Coaching Research: Implications for College Students
- Investigating the Outcomes and Perceptions of an Inclusive Aquatic Exercise Class for University Students with Physical Disabilities
- Perspectives of North American Postsecondary Students with Learning Disabilities: A Scoping Review
- Applying Salutogenesis to the Experiences of Students with Disabilities in the Netherlands
- An Innovative Postsecondary Education Program for Students with Disabilities in STEM (Practice Brief)
- Student Learning Outcomes for Disability Services: What Evidence do you Have? From the Editor
- Use of Student Learning Outcomes in Postsecondary Disability Offices
- Emerging Adults: Perspectives of College Students with Disabilities
- A Qualitative Investigation of Bullying of Individuals with Disabilities on a College Campus
- Transitional Challenges for Students with Disabilities During a Period of Systemic Imbalance
- Predictors and Trajectories of Educational Functioning in College Students With and Without Attention-Deficit/Hyperactivity Disorder
- Students with Intellectual and Developmental Disabilities in Postsecondary Education: From the Editor
- The Use of a Coaching Model to Support the Academic Success and Social Inclusion of Students with Intellectual Disabilities in Community and Technical College Settings
- Exploring Barriers for Facilitating Work Experience Opportunities for Students with Intellectual Disabilities Enrolled in Postsecondary Education Programs
- Inclusive Community Service Among College Students With and Without Intellectual Disability: A Physical Activity in Inclusive Postsecondary Education for Students With Intellectual Disability
- Promoting Employee Handbook Comprehension for Postsecondary Students with Intellectual Disability and Autism Spectrum Disorders
- “Letting Go:” Parent Perspectives on the Outcomes of an Inclusive Postsecondary Education Experience for Students with Developmental Disabilities
- It’s Okay to Teach People with an Intellectual Disability About Their Disability (Practice Brief)
- A Financial Literacy Course for Postsecondary Students with Intellectual Disabilities (Practice Brief)
- A Tribute to the Commitment to Disability Studies Academic Literature: From the Editor
- Development of a First Year Success Seminar for College Students with Disabilities
- Sexual Coercion Experiences Among Canadian University Students with Disabilities
- University Students with Disabilities: Factors that Contribute to Their Self-Predicted Likelihood of Graduation
- Do Multimedia Instructional Designs Enhance Comprehension in College Students with Dyslexia?
- Social Group Membership and Risk-Taking Behaviors Among College Students with ADHD Symptoms
- Disability in Postsecondary STEM Learning Environments: What Faculty Focus Groups Reveal About Definitions and Obstacles to Effective Support
- Promoting Inclusive Teaching Among College Faculty: A Framework for Disability Service Providers (Practice Brief)
This research aimed to examine viewpoints on what affects the success of Australian university students with autism spectrum disorders (ASD).
Despite recognition of the challenges faced by students with ASD there is limited understanding of the barriers and facilitators to participation in major life areas, such as being a university student.
Material and Method: Q-methodology was used to describe the viewpoints of university students with ASD, their parents and their mentors, on success at university for students with ASD. A total of 57 participants completed the Q-sort.
Results/Findings: Three viewpoints emerged; Individualised Support, Contextual Support and Social Support.
Conclusions: This study highlighted that supports need to be individualised to the barriers and facilitators faced by Australian students with ASD. Supports also need to be contextualised to the built and social environments of universities.
This work was supported by the Cooperative Research Centre for Living with Autism (Autism CRC)
Create Your Future is a film project showcasing the successes and challenges experienced by people with disability from Culturally and Linguistically Diverse (CALD) backgrounds. These films aim to build aspiration for tertiary education and employment amongst those facing similar issues, and to create deeper and broader cultural understandings to encourage culturally safe, accessible and inclusive support services.
Original short films, made with and for people with disability from culturally and linguistically diverse backgrounds, sharing personal stories from their own unique cultural perspective.
The films were produced by NSW NDCO Officers.
The longitudinal Study of Australian School Leavers with Autism (SASLA) has released a snapshot to understand who is taking part in this survey and what their experiences are at the time of first entering the study.
This project follows young people aged 15 to 25 years over a 2-year period. It is part of a long-term Autism CRC strategy to develop a range of assets for national and international autism research. (February 2019)
Pathways and Connections Guide is a transition planning resource for services and students/people with disability in the Hunter-Central Coast region. (March 2019)
In this presentation, Rick Boffa, Manager, Equitable Learning Services, RMIT, will; define the term reasonable adjustment; provide a simple formula to help you determine when an adjustment is reasonable/unreasonable; and, provide some case studies for discussion. (March 2019)
The NCSEHE data site allows researchers, practitioners, institutions, students and policymakers to examine trends in higher education enrolment in Australia in recent years, and in relation to equity group enrolment. Users can explore trends in equity group numbers among Australia’s undergraduate population, view outcomes by university, and make comparisons with institutions in a given state or territory, or institutional grouping.
Report: The Influence of Disability, Socioeconomic Status and Regionality on Higher Education Access and Participation Practical advice for stakeholders working with students with disability
This report was funded by the Australian Government through the Higher Education Participation and Partnerships Program National Priorities Pool. The addition to producing recommendations, the project also produced a separate publication on practical advice for stakeholders working with students with disability, The influence of disability, socioeconomic status and regionality on higher education access and participation.
(Professor Julia Coyle (Lead), University of Wollongong, formerly Charles Sturt University (Lead Institution). Dr Kate Freire (Project coordinator) Charles Sturt University,Professor Denise Wood, Central Queensland University, Dr Clare Wilding, Knowledge Moves, Ms Davina Taylor, Central Queensland University, Dr Rahul Ganguly, University of Southern Queensland, Associate Professor Jenene Burke, Federation University Australia, Mr Liam Downing, Charles Sturt University, and Ms Larissa Siliézar, James Cook University) (April 2018)
The Best Chance for All: Student equity 2030 — A long-term strategic vision for student equity in higher education
In June 2018, the NCSEHE set out to develop a long-term strategic vision for student equity in Australian higher education through a national collaborative process under the banner of Student Equity 2030. The core outcome of this process is The Best Chance for All, a proposed national policy statement for student equity in Australian tertiary education.
The Best Chance for All represents the synthesis of feedback from stakeholders closest to student equity policy, research and practice obtained through a comprehensive consultation process conducted between June and November 2018. (Nadine Zacharias, Matthew Brett. NCSEHE March 2019)