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Blended Design and Project Based Learning: a future for engineering education
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Monday, December 7 • 4:35pm - 4:50pm
| 3D | Helping Academics manage students with “invisible disabilities”

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The frequently invisible disabilities, such as Autism Spectrum Disorders (ASD), Traumatic Brain Injury, Anxiety, and Depression have similar functional consequences, which include issues with managing the pace of tasks, organisation, problem-solving, critical thinking, change and cooperative learning. These issues are core skills of engineers who must be project managers, team players, communicators, problem solvers, and able to deal with ambiguity and change.

In Australia, governments fund school-based programs for students with ASD and other learning disabilities, as well as professional development for teachers. No similar programs are offered for tertiary institutions. The transition from high school to university is difficult enough, and is further complicated by this reduction in learning support and scaffolding._
We are currently seeing a significant increase in the number of students enrolling at university who are struggling because of their “invisible disability”. Many are undiagnosed, and of those with a formal diagnosis, many choose not to formally notify the University of their disability. At the same time, students with disabilities are demanding that both University administration and Academic staff do more to actively support and assist students during their university studies. Increasingly the Academic is becoming the frontline response for these students, but they are rarely trained or equipped for this responsibility. 

Speakers

Monday December 7, 2015 4:35pm - 4:50pm
Bells Room RACV Torquay map C5

Attendees (8)