A brief introduction is provided about being a person with disabilities and a student in the UK. Information is given on rights, University’s office for disabled students, adjustments and scholarships and loans.
The report encourages UK higher education providers (HEPs) to look at how they can support and offer the best environment for disabled students. It considers the requirement to provide ‘reasonable adjustments’ under the UK Equality Act 2010, and suggests actions to mitigate risks associated with that. It has been produced by the Disabled Student Sector Leadership Group, a sector-led group.
This guide is for managers and senior academics at universities and higher education institutions, to provide with information and evidence to help develop policies and practices that will benefit autistic students and improve the student experience. It was developed from work in five European countries. It is one of three guides to help higher education professionals support autistic students.
This guide is tailored for administrators at Syracuse University, educating them on how to organise and put on events, seminars and activities at the university which would be fully inclusive through universal design so accessible to everyone
This guideline presents a compilation of current stroke-related best practice guidelines. The guidelines address components of the stroke continuum and/or related conditions from primary prevention through all life stages and end of life care
"This best practice guide is designed to cover two important aspects relating to higher education and disability. These are accessibility of higher education and possibilities to lead an independent life by students with disabilities. Within each aspect, we have chosen topics that we believe to be important and in which we can share examples of good practice and propose further improvements. Each topic contains examples of good practice from each partner country, namely Germany, Poland and Slovenia. Examples of good practice are followed by proposals for further development and improvement"
This report is the result of a survey of disabled students in 40 universities in different regions of the world. The survey covered number of disabled students, the support they receive, their environment, social activities, transition to adulthood and students' future plans
"This project sought to take an alternative view of disability service provision for the educational and learning needs of students in tertiary institutions. In looking at these issues, this project focused on the issue of flexibility within mainstream, on-campus educational and training programmes and drew a distinction between these and other learning programmes such as distance education and courses that are solely delivered electronically or on-line...This project report consists of four main sections. An Introduction including purpose, background and rationale, and structure. A review of the significant literature available on the issue of disability and education programme design and particularly the experience of students with disabilities. A report on a survey of teaching and disability staff’s views on FTL (Flexible teaching and learning) and disability. An outline of some practical resources for disability and teaching staff in the area of FTL that have eventuated from the project"
This resource outlines how lifelong learning is perceived by the European Commission. It highlights general information, strategies, priorities for action and other key concepts. It is useful to those interested in lifelong learning in Europe
Source e-bulletin on Disability and Inclusion