Students with a disability

Overview

Free resources

Research

  • Breaking down the barriers: strategies to assist apprentices with a learning disability [2010]
    (Source: NCVER)
    Apprentices with a learning disability can face significant barriers to completing their training. This paper explores what these apprentices, their lecturers and disability support staff see as the most effective strategies for helping them to overcome these difficulties.
  • Disability and learning outcomes: how much does the disability really matter? [2008]
    (Source: NCVER)
    On the whole, educational achievements and outcomes from vocational education and training (VET) are relatively poor for students reporting a disability. This paper sought to isolate the direct effect of being a member of a particular disability group. It found that the direct effect of the disability differs between groups, and is highest for those with a mental illness, a medical condition or a physical disability.
  • Researching VET and disability: at a glance [2011]
    (Source: NCVER)
    The challenges in undertaking research in the VET and disability area include the limitations of the available data, accessing people with a disability and the diversity of disability type and severity. This paper discusses these issues and also presents a snapshot of recent data and a summary of recent research in this area.
  • Supporting tertiary students with disabilities: individualised and institution-level approaches in practice [2015]
    (Source: NCVER)
    This research explores the complex factors affecting the implementation of learning supports to assist students with disabilities or ongoing health conditions. It focuses on two types of learning support: individualised reasonable adjustments; and institution-level learning supports, the latter being available to all students. The report provides examples of best practice for the provision of both types of learning supports and notes that often a combination of these may be appropriate.
  • The attitudes of people with a disability to undertaking VET training [2011]
    (Source: NCVER)
    This research used a survey to investigate the attitudes of people with a disability towards undertaking training. The findings show very positive attitudes towards training by participants and, although the ability to generalise to the wider population is limited, one thing is clear: generally, people with a disability are willing to undertake VET and consider it a good option in helping them find employment.
  • Unfinished business: student perspectives on disclosure of mental illness and success in VET [2012]
    (Source: NCVER)
    This report explores the factors that contribute to successful course completion for students with a mental illness, with a particular focus on the role of disclosure.
  • Vocational education and training and people with a disability: a review of the research [2008]
    (Source: NCVER)
    This paper summarises what we know about VET participation, education and employment outcomes, and the costs and benefits of vocational education and training for people with a disability.
  • Who's supporting us? TAFE staff perspectives on supporting students with mental illnesses [2008]
    (Source: NCVER)
    Teachers and support staff are at the frontline in responding to the needs of these students and this research explored staff perspectives on how TAFE institutes in Australia are supporting students with mental illnesses.

Focus on practice

Adaptive/assistive technologies - focus on practice

Reasonable adjustment

Overview

  • Reasonable adjustment is a legislative term that, for VET, refers to a measure or action taken by an education provider to enable learners with disability to participate in education and training on the same basis as learners without disability.
  • All RTOs are obliged to provide reasonable adjustment to ensure maximum participation of learners with disability. Its purpose is to make it possible for learners with disability:

Focus on practice

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Students with culturally diverse backgrounds

Indigenous students

Free resources

Research

Focus on practice

  • Literacy support for Indigenous people: current systems and practices in Queensland [2006]
    (Source: NCVER)
    This study explored the literacy and numeracy support systems available to Indigenous VET students and determined which systems work for both students and teachers and produce positive outcomes for Indigenous students, including successful completion. This has resulted in a set of best practice guidelines for designing and developing literacy and numeracy support systems for Indigenous students.
  • Literacy support for Indigenous VET students: good practice guide [2006]
    (Source: NCVER)
    This guide aims to assist teachers by providing a set of 'good practice' strategies for designing effective literacy and numeracy programs for Indigenous VET students, and for building effective literacy and numeracy support into existing VET courses.
  • LLNP Resource Project: resource for LLNP teachers working with Indigenous learners [2012]
    (Source: Linda Wyse and Associates)This project seeks to improve clients' language, literacy and/or numeracy (LLN) with the expectation that such improvements will enable them to participate more effectively in training or in the labour force and lead to greater gains for society in the longer term. Access to quality teaching resources is a challenge faced by registered training organisations (RTOs) in the delivery of the LLNP to Indigenous learners. The purpose of this resource is to introduce the LLNP to RTOs; outline key protocols regarding engagement with Indigenous communities; suggest teaching practices and methodologies; provide practical assistance and support for LLNP teachers; and provide culturally appropriate LLNP tailored resources for classroom use.
  • Ready for work: stories of innovative vocational education and training for regional and remote Indigenous students at Charles Darwin University [2019]
    (Source: Charles Darwin University)
    This review investigated the specific factors that are contributing to the success of CDU's regional and remote Indigenous VET programs and how the programs can be improved into the future. This report provides a series of case studies of VET programs at CDU that are recognised for delivering positive outcomes for regional and remote Indigenous students in the Northern Territory (NT).
  • VET retention in remote Aboriginal and Torres Strait Islander communities [2017]
    (Source: NCVER)
    This good practice guides synthesises the findings of the five case studies and looks at the factors that are important in enabling retention and ensuring good practice.
  • Working with diversity [2004]
    (Source: Australian National Training Authority)
    This three-part kit covers three areas: (1) Working with diversity: quality training for Indigenous Australians; (2) Working with diversity: quality training for people with a disability; and (3) Working with diversity: a guide to equity and the Australian Quality Training Framework (AQTF).

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  • Australian Journal of Indigenous Education
    (Source: Cambridge University Press and Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland)
  • Indigenous vocational education and training [archived, 2013]
    (Source: NCVER)
    Created and presented by NCVER, the purpose of the resource was to provide a simple summary of NCVER's statistics and research on Indigenous Australians (including both Torres Strait Islanders and Aboriginal people) and VET. The resource was decommissioned in November 2013. This document provides archival access to the contents of the resource prior to its decommissioning.
  • Podlet - Indigenous

Students with other cultural backgrounds

Free resources

Research

  • Finding the right time and place: exploring post-compulsory education and training pathways for young people from refugee backgrounds in NSW [2010]
    (Source: Refugee Council of Australia)
    The aim of this research is to bring together evidence of good practice in the provision of education and training that meet the needs of refugee young people (16-24 years old) who settle in Australia with a history of disrupted education, as well as proposing ways forward in addressing identified gaps. One aspect was to research 'models of excellence' for how different programs and education providers are providing pathways into education and training that meet the needs of this group of young people.
  • Refugee access and participation in tertiary education and training [2008]
    (Source: Institute for Community, Ethnicity and Policy Alternatives,  Victoria University)
    This research was undertaken to identify best practice in refugee access to education and training. The research focused on Victorian tertiary institutions (TAFE and higher education) that had demonstrable experience in providing targeted programs for refugee students. The research focused on two dual-sector higher education bodies (Victoria University and RMIT) and two standalone TAFE institutes (Northern Melbourne Institute of TAFE and Goulburn Ovens Valley TAFE, Shepparton), with data being collected in both TAFE and higher education divisions.
  • Vocational education and training for people from non-English-speaking backgrounds: review of research [1998]
    (Source: NCVER)
    Provides a summary of the major research conducted into the issue of the participation in VET programs by those with a non-English-speaking background. It covers who they are, the policy agenda, their participation in programs, the outcomes achieved and factors influencing both participation and outcomes.

Focus on practice

For purchase

This is an example only of a commercially available product. Inclusion on this list does not signify endorsement by NCVER.

  • Teaching international students in vocational education: new pedagogical approaches [2013]
    (Source: ACER Press)
    This book is designed to support vocational education teachers in both addressing the distinctive learning characteristics of international students and preparing domestic students for global skills mobility in the 'Asian Century'. Grounded in theories about teaching and learning in vocational and international education, and supported by empirical data drawn from interviews with teachers and program managers, the book expounds several evidence-based, highly effective, pedagogical approaches within the context of competency-based training.

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Students from disadvantaged backgrounds

Free resources

Research

  • Disadvantaged learners and VET to higher education transitions [2014]
    (Source: NCVER)
    Based on a review of the literature, this paper synthesises what is currently known about these transitions for disadvantaged learners.
  • Effective teaching and support of students from low socioeconomic status backgrounds: resources for Australian higher education [2012]
    (Source: Department of Industry, Innovation, Science, Research and Tertiary Education)
    Synthesis and analysis of the interview data revealed four key themes to which institutions and staff need to attend to ensure the effective teaching and support of students from low socioeconomic status (LSES) backgrounds: employing inclusive teaching characteristics and strategies; enabling student agency; facilitating life and learning support; and taking into account students’ financial challenges.
  • Impact of TAFE inclusiveness strategies [2008]
    (Source: NCVER)
    This report examines the nature and effectiveness of 'inclusiveness' strategies implemented by TAFE institutes in Australia. The research identified three approaches to inclusiveness: compliance, existing cohort and community obligation. It is accompanied by case studies.
  • Improving participation and success in VET for disadvantaged learners [2018]
    (Source: NCVER)
    Identified through the analysis of a number of data sources, this research explores the strategies and practices in place at TAFE, private and community education providers who achieve high participation and completion rates with disadvantaged learners.
  • Making training work for women [2000]
    (Source: NCVER)
    This study examined women's experiences in the VET system at the time derived from a qualitative focus group study with extensive use of participants' own voices. The report identifies some critical factors for women's success and suggests strategies for training providers and brokers in relation to these. Implications for new training arrangements, including New Apprenticeships and user choice, and for further policy development, are also discussed.
  • Men's sheds in Australia: Learning through community contexts [2007]
    (Source: NCVER)
    Community-run men's sheds have recently developed and proliferated, mainly across parts of southern Australia and with higher proportions of older men not in work. This study examines their role as a place for older men to learn informally. It concludes that such sheds have important wellbeing and health benefits, primarily for older and retired men.
  • National report on social equity in VET 2013
    (Source: National VET Equity Advisory Council)
    This report provides comprehensive information and analysis on the participation, achievement and transitions from the Australian vocational education and training (VET) system for learner groups which have been identified as at risk of disadvantage.
  • Re-engaging disadvantaged learners in education, training and employment [2016]
    (Source: Jesuit Social Services)
    This paper articulates how more support can be put in place for vulnerable people to better engage in education and training, and to have effective pathways to sustainable employment.
  • Reluctant learners: their identities and educational experiences [2008]
    (Source: NCVER)
    Drawing on interviews with students in regional and rural areas of the Northern Territory, this paper looks at their participation in education and training. The paper suggests that learning strategies which acknowledge rural learners' identities may be successful in engaging regional and remote learners in education and training.

Focus on practice

  • A pedagogic framework for socially inclusive VET: principles, strategies and capabilities [2012]
    (Source: National VET Equity Advisory Council)
    This report identifies a common set of pedagogic principles, strategies and capabilities for teaching and training disadvantaged learners to enable them to successfully participate in and complete Australian VET programs. The principles, strategies and capabilities are collectively referred to as the Pedagogic Framework for Socially Inclusive VET (Pedagogic Framework).
  • Good e-practice guidelines for disadvantaged learners in VET [2013]
  • (Source: Flexible Learning Advisory Group)
    Four themes emerged that are critical to address when implementing e-learning strategies: a learner-centred approach; support strategies; blended delivery models; and accessibility.
  • Inclusive Learning Framework
    (Source: Queensland Department of Employment, Small Business and Training)

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