Towards More Strategic Inclusion. Students with Disability and WIL

Abstract

WIL that actively includes students with disability (SwD) is an acknowledged need in the theoretical literature, however national guidelines that target the specific issues facing them and WIL providers are yet to be developed. This article applies a constructivist Career Development Learning (CDL) lens to the issue by drawing on current national research into careers support in Australian universities. The research, funded by the NatioWIL that actively includes students with disability (SwD) is an acknowledged need in the theoretical literature, however national guidelines that target the specific issues facing them and WIL providers are yet to be developed. This article applies a constructivist Career Development Learning (CDL) lens to the issue by drawing on current national research into careers support in Australian universities. The research, funded by the National Centre for Student Equity in Higher Education, is used to indicate that staff misunderstand key aspects of the way SwD think about their careers. It is argued that this misunderstanding results in SwD being denied important learning opportunities. Opportunities to embed inclusion in the fabric of the WIL life cycle are suggested, with the aim of enhancing SwD’s experience of inclusion, the authenticity of their engagement and their development as emerging professionals. nal Centre for Student Equity in Higher Education, is used to indicate that staff misunderstand key aspects of the way SwD think about their careers. It is argued that this misunderstanding results in SwD being denied important learning opportunities. Opportunities to embed inclusion in the fabric of the WIL life cycle are suggested, with the aim of enhancing SwD’s experience of inclusion, the authenticity of their engagement and their development as emerging professionals.