Literaturnachweis - Detailanzeige
| Autor/inn/en | Dollinger, Mollie; Finneran, Rachel; Ajjawi, Rola |
|---|---|
| Titel | Exploring the Experiences of Students with Disabilities in Work-Integrated Learning |
| Quelle | In: Journal of Higher Education Policy and Management, 45 (2023) 1, S.3-18 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Dollinger, Mollie) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-080X |
| DOI | 10.1080/1360080X.2022.2129317 |
| Schlagwörter | Experiential Learning; Students with Disabilities; Barriers; College Students; Student Experience; Student Attitudes; Student Placement; Foreign Countries; Work Experience Programs; Equal Education; Student Motivation; Accessibility (for Disabled); Australia |
| Abstract | Work-integrated learning (WIL) or university placements are valuable opportunities for students to apply their knowledge in an authentic work setting and help support their transition from university to employment. However, as our study evidenced, students with disability face significant and unique barriers to securing and completing WIL placements. In this study, we surveyed students with disability at an Australian university (n = 132) to explore their experiences and perceptions of WIL placements. Our findings indicate that while many students are motivated to participate in placements, they have concerns about how their disability, medical or mental health condition(s) will be accepted by the organisations and whether their requests for accommodations will be facilitated without judgement from supervisors. The findings from our study are relevant to the fields of disability/inclusion and employability, as the results showcase that current policies and practices do not adequately support diverse students. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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