Improving future work-integrated learning opportunities for students with disabilities
Bibliographic Data
| ID | 21556491 |
|---|---|
| Authors | N G Wall (0000-0001-7677-0472, Western Sydney University, corresponding author), Alison Nuske (0000-0002-2822-4933, Flinders University), R I Herbert (0000-0002-0541-6633, Monash University) |
| Year | 2026 |
| Pages | 1-15 |
| Publication date | 2026-03-22 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Higher Education Research & Development (JOURNAL) |
| Journal identifiers | ISSN: 0729-4360 • E-ISSN: 1469-8366 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/07294360.2026.2643248 |
| OpenAlex | W7140026559 |
| Language | EN |
| References cited | 34 |
The number of students with disabilities participating in higher education contrasts with their lower success rates in the graduate job market. This study explored the pre-work-integrated learning (WIL) perspectives of 42 students with a disability across two Australian universities. The survey aimed to understand what the students intended to gain from WIL, potential barriers to participating, what would make them feel included or excluded, and suggestions to improve access. Thematic analysis identified benefits such as real-world experience, improving future employment opportunities, and an enhanced learning experience. Barriers included the impact of disability, workplace accessibility and acceptance of disability, and balancing commitments. Students asked for accommodations and support, workplace awareness, acceptance and attitudes. The findings suggest that universities and industry partners are either still failing to make systemic changes to improve inclusion or that these changes are going unnoticed by students with a disability. Improving WIL inclusivity for all students requires clear adjustment processes, industry partner training, and the application of Universal Design for Learning principles to provide diverse methods of engagement and support. Prioritising these areas will enable higher education institutions to deliver equitable WIL experiences for students with a disability and foster their successful transition to the workforce
Electronic learning · Experiential learning · Graduate students · Higher education · Learning disability · Qualitative research · Teaching method · Disability Education and Employment · Higher Education and Employability · Innovative Education and Learning Practices
Barriers and Facilitators in the Transition From Higher Education to Employment for Students With Disabilities
Work-integrated learning
Designing for inclusion in work-integrated learning
The contribution of different types of work-integrated learning to graduate employability
Work-integrated learning for students with disabilities
Challenges to delivering university health-based work-integrated learning to students with a disability
Neurodiversity in higher education
A lucky draw? Theorising how work placements develop diverse university students’ career stories
One size fits all? What counts as quality practice in (reflexive) thematic analysis
Professional practice placement as a unique challenge for students with disabilities in health and human service educational programmes
Conceptualising responsibility and hostility within work-integrated learning placements for students with disabilities
The experience of disabled and non-disabled students on professional practice placements in the United Kingdom
Pioneers of professional frontiers’
Lived employment experiences of college students and graduates with physical disabilities in the United States
Using thematic analysis in psychology
Equity and inclusion in work-integrated learning
Exploring the experiences of students with disabilities in work-integrated learning
Impact of work-integrated learning and co-curricular activities on graduate labour force outcomes
| Highly cited | No |
|---|