Improving future work-integrated learning opportunities for students with disabilities

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.