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This report, commissioned by the Federal government, offers both an analysis of the current landscape and detailed recommendations for pathways to improve educational experiences and outcomes for learners with disabilities.
This brief paper offers insights into the lived experience of 10 learners from an Ontario university who self-identify as having “invisible” disabilities.
This study indicates few educators broach the subject on the first day of class when they review syllabi, policy and other course-structuring topics. It also contrasts a relational and inclusive approach with more typical transactional talk.
This study illustrates assessment practices that can disable learners. Quotes from learners foreground their concerns with, and realities of, utilizing extra time accommodations.
This book is a compendium of contemporary thinking and scholarship on the past, present and future digital practices in post-secondary education relative to learners with disabilities.
Jung is adept at pointing out how academic accommodations fall short of delivering equitable learning experiences. This is one of the very few academic papers that looks at the experiences of learners with chronic illness in post-secondary.
