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Supporting Students with Invisible Disabilities: A Scoping Review of Postsecondary Education for Students with Mental Illness or an Acquired Brain Injury
Venville, Annie Mealings, Margaret Ennals, Priscilla Oates, Jennifer Fossey, Ellie Douglas, Jacinta Bigby, Christine
Venville, Annie
Mealings, Margaret
Ennals, Priscilla
Oates, Jennifer
Fossey, Ellie
Douglas, Jacinta
Bigby, Christine
Abstract
Students with invisible disabilities such as mental illness or acquired brain injury (ABI) experience multiple barriers that reduce their likelihood of postsecondary course completion. The present study conducted a systematic search of research reporting interventions for students experiencing mental illness or ABI to participate in postsecondary education. Nine databases were searched and a framework for categorising interventions and outcomes was developed. Forty-two studies revealed that most interventions were focused at the individual student level aiming to support students to build skills, grow confidence, or compensate for challenges through educational adjustments. There was wide diversity in research approaches used and a dearth of rigorous research designs. This review offers a more consistent way to define interventions and outcomes to guide future research and facilitate more meaningful comparisons between studies. The impacts of specific interventions on students’ attainment of qualifications and subsequent workforce participation need further investigation.
Keywords
approaches, acquired brain injury, education, invisible disability, mental illness, participation, postsecondary, scoping review
Date
2016
Type
Journal article
Journal
International Journal of Disability, Development and Education
Book
Volume
63
Issue
6
Page Range
571-592
Article Number
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled