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dc.contributor.authorCouzens, Donna
dc.contributor.authorPoed, Shiralee
dc.contributor.authorKataoka, Mika
dc.contributor.authorBrandon, Alicia
dc.contributor.authorHartley, Judy
dc.contributor.authorKeen, Deb
dc.date.accessioned2017-06-01T23:38:18Z
dc.date.available2017-06-01T23:38:18Z
dc.date.issued2015
dc.identifier.issn1034-912X
dc.identifier.doi10.1080/1034912X.2014.984592
dc.identifier.urihttp://hdl.handle.net/10072/150273
dc.description.abstractMore students with disabilities are accessing the tertiary sector with many disabilities not easily observed (or hidden), because there are no physical indicators. These “hidden” disabilities affect a variety of cognitive processes and may be developmental or acquired. To ensure students with hidden disabilities can enrol, engage in and benefit from tertiary education, universities generally provide a range of supports. Typically these supports and any reasonable adjustments are negotiated with students taking into account a number of factors including, where available, any supporting documentation that they might be able to provide. This case study reports efforts within one large Australian university to support higher education students with hidden disabilities on campus. Perceptions on the use of and barriers to support available were collected from seven undergraduate students who self-identified as having hidden disabilities and from eight support staff. Results indicated that students found their informal networks to be their most effective supports, closely followed by clear, caring and flexible lecturers and tutors. There were mixed positive and negative perceptions reported on the universal and disability-specific supports available. Implications and future research directions are discussed.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofpagefrom24
dc.relation.ispartofpageto41
dc.relation.ispartofissue1
dc.relation.ispartofjournalInternational Journal of Disability, Development and Education
dc.relation.ispartofvolume62
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchSpecial education and disability
dc.subject.fieldofresearchSocial work
dc.subject.fieldofresearchEducational psychology
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode390411
dc.subject.fieldofresearchcode4409
dc.subject.fieldofresearchcode520102
dc.titleSupport for students with hidden disabilities in universities: A case study
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2015 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Disability, Development and Education on 22 Jan 2015, available online: http://www.tandfonline.com/doi/abs/10.1080/1034912X.2014.984592
gro.hasfulltextFull Text
gro.griffith.authorKeen, Deb A.


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