Work-integrated learning for students with disabilities: Time for meaningful change
Document Type
Journal Article
Publication Title
Higher Education Research and Development
Publisher
Taylor & Francis
School
School of Business and Law
RAS ID
70467
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.
DOI
10.1080/07294360.2024.2354242
Access Rights
free_to_read
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, 1-9. https://doi.org/10.1080/07294360.2024.2354242