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International Journal of Disability, Development and Education Volume 63, 2016 - Issue 6
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Articles

Supporting Students with Invisible Disabilities: A Scoping Review of Postsecondary Education for Students with Mental Illness or an Acquired Brain Injury

Annie VenvilleLiving with Disability Research Centre, School of Allied Health, La Trobe University, Bundoora, AustraliaCorrespondence[email protected]
,
Margaret MealingsLiving with Disability Research Centre, School of Allied Health, La Trobe University, Bundoora, Australia
,
Priscilla EnnalsLiving with Disability Research Centre, School of Allied Health, La Trobe University, Bundoora, Australia
,
Jennifer OatesLiving with Disability Research Centre, School of Allied Health, La Trobe University, Bundoora, Australia
,
Ellie FosseyLiving with Disability Research Centre, School of Allied Health, La Trobe University, Bundoora, Australia
,
Jacinta DouglasLiving with Disability Research Centre, School of Allied Health, La Trobe University, Bundoora, Australia
&
Christine BigbyLiving with Disability Research Centre, School of Allied Health, La Trobe University, Bundoora, Australia
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Pages 571-592 | Published online: 03 Mar 2016

Citations (19)

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Read on this site (8)

Rebecca Muir & Mary Coe. (2023) ‘Out of Sight, But Not Out of Mind’: A Collaborative Reflective Case Study on Including Participants with Invisible Disabilities in LIS Research. Journal of the Australian Library and Information Association 72:1, pages 26-45.
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Lynn C. Holley, Jennifer L. K. Charles, David C. Kondrat & Heather A. Walter-McCabe. (2022) Supports and Gatekeeping: Experiences of Schools of Social Work With Students With Mental Health Conditions. Journal of Social Work Education 58:1, pages 76-95.
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Margaret Mealings, Professor Jacinta Douglas & Professor John Olver. (2021) The student journey: Living and learning following traumatic brain injury. Brain Injury 35:3, pages 315-334.
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Louise M. Yoho. (2020) Academic discourse surrounding college students with disabilities in the United States. Disability & Society 35:8, pages 1248-1273.
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Sally Lindsay, De-Lawrence Lamptey, Elaine Cagliostro, Dilakshan Srikanthan, Neda Mortaji & Leora Karon. (2019) A systematic review of post-secondary transition interventions for youth with disabilities. Disability and Rehabilitation 41:21, pages 2492-2505.
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Sally Lindsay, Elaine Cagliostro & Gabriella Carafa. (2018) A Systematic Review of Barriers and Facilitators of Disability Disclosure and Accommodations for Youth in Post-Secondary Education. International Journal of Disability, Development and Education 65:5, pages 526-556.
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Lucy Knox & Jacinta M. Douglas. (2018) A scoping review of the nature and outcomes of extended rehabilitation programmes after very severe brain injury. Brain Injury 32:8, pages 1000-1010.
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Margaret Mealings, Jacinta Douglas & John Olver. (2017) Beyond academic performance: Practice implications for working with students following traumatic brain injury. International Journal of Speech-Language Pathology 19:5, pages 441-453.
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Articles from other publishers (11)

A. Dana Ménard & Laura Chittle. (2023) The impostor phenomenon in post‐secondary students: A review of the literature. Review of Education 11:2.
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Alexander Röhm, Michelle Grengel, Michélle Möhring, Johannes Zensen-Möhring, Cosima Nellen & Matthias R. Hastall. (2022) Applying the mixed-blessings model and labeling theory to stigma in inclusive education: An experimental study of student and trainee teachers’ perceptions of pupils with ADHD, DLD, and intellectual disability. Frontiers in Psychology 13.
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Carushca De Beer, Serena Isaacs, Cameron Lawrence, Gugulethu Cebekhulu, Jade M. Morkel, Jonathan Nell, Noluthando Mpisane, Wayne P. Van Tonder, Yolanda R. Mayman, Lobisa Z. Thobenjane & Athena Pedro. (2022) The subjective experiences of students with invisible disabilities at a historically disadvantaged university. African Journal of Disability 11.
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Richard Hill. 2022. Mental Health and Higher Education in Australia. Mental Health and Higher Education in Australia 273 285 .
Courtney Jennings, Kate Lhuede, Gail Bradley, Genevieve Pepin & Danielle Hitch. (2020) Activity participation patterns of community mental health consumers. British Journal of Occupational Therapy 84:9, pages 561-570.
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Jessica Salley Riccardi, Brenda Eagan-Johnson, Monica Vaccaro & Angela H. Ciccia. (2021) Academic and post-secondary participation of students with ABI after the BrainSTEPS program. Brain Impairment, pages 1-16.
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Katy H. O'Brien, Tracey Wallace & Amy Kemp. (2021) Student Perspectives on the Role of Peer Support Following Concussion: Development of the SUCCESS Peer Mentoring Program. American Journal of Speech-Language Pathology 30:2S, pages 933-948.
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Patrick Corrigan, Lindsay Sheehan, Katherine Nieweglowski, Sang Qin, Gary Walley & Kellye Winbush. (2020) Availing Reasonable Accommodations for College Students With Psychiatric Disabilities: Findings From a Qualitative Study. Rehabilitation Research, Policy, and Education 34:4, pages 275-283.
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Dorothy Neave-DiToro, Akiko Fuse & Michael Bergen. (2018) Law Enforcement Interactions: The Role of Communication Sciences and Disorders Professionals. Communication Disorders Quarterly 40:4, pages 250-256.
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Christiane Bergeron-Leclerc & Ève Simard. (2019) Repenser l’accompagnement des stagiaires en travail social en situation de handicap. Phronesis 8:1-2, pages 96-110.
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Nicola Marie Stock & Matthew Ridley. (2017) Young Person and Parent Perspectives on the Impact of Cleft Lip and/or Palate Within an Educational Setting. The Cleft Palate-Craniofacial Journal 55:4, pages 607-614.
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