Work-integrated learning for students with disabilities: Time for meaningful change

Abstract

The global push towards widening participation for equity cohorts, including students with disabilities, is promising, but it is yet to translate into improved employment experiences. In this commentary, we highlight what higher education institutions must now do to drive meaningful change and better support students with disabilities’ workforce transitions. In doing so, we advocate for a much-needed change towards inclusive work-integrated learning practices that enable students with disabilities to leverage these opportunities to trial career pathways, build networks, and develop their future career goals. Necessary in this is the adoption of co-designed work-integrated learning, that brings together students with disabilities, industry and community, and academics to ensure non-ableist inclusive practices and a culture which understands the strength in diversity.

RAS ID

70467

Document Type

Journal Article

Date of Publication

1-1-2024

Volume

43

Issue

7

School

School of Business and Law

Copyright

free_to_read

Publisher

Taylor & Francis

Identifier

Denise Jackson

https://orcid.org/0000-0002-7821-3394

Comments

Jackson, D., Dollinger, M., Gatto, L., Drewery, D., Ajjawi, R., & Fannon, A. M. (2024). Work-integrated learning for students with disabilities: time for meaningful change. Higher Education Research & Development, 43(7), 1679-1687. https://doi.org/10.1080/07294360.2024.2354242

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Link to publisher version (DOI)

10.1080/07294360.2024.2354242