Disabled graduates still less likely to be in full-time employment than non-disabled peers
AGCAS has published the latest (November 2017) edition of ‘What Happens Next? A report on the first destinations of 2015 disabled graduates’.
Further information:

10 January 2017: Digital Content and Disability, UCL London
This afternoon seminar will examine accessibility and usability issues in digital content, with a particular – but not exclusive – emphasis on learning-disabled people. Within this area, themes will centre around different hardware (mobile, laptop, e-book reader), media (web, e-book, apps), barriers to effective use and experts from various sectors will explain initiatives attempting to address the differing access needs. Much digital material is still not designed for easy access by people with all kinds of impairments. And technology - such as smaller screens and keyboards, and even the ‘swipe’ facility inherent in mobile technology - may add further layers of difficulty. This at a time when, for example, the population is getting older and dementia is on the rise. There are the joint challenges of creating original accessible content and that of adapting existing content to meet accessibility needs. This event will attempt to explain current research and thinking on these issues as well as highlight the experiences of practitioners and others.
It will be of interest to content providers, publishers, educationalists, librarians, supporters of people with disabilities (whether professional or informal carers etc.), interface designers and interested academics. It represents an opportunity to understand an increasingly significant issue, see how others have responded and work out how to better target and market products.
Further information:

6 February 2017: Disabled students - funding, inclusivity and access, Westminster Higher Education Forum Keynote Seminar, Central London
This seminar will examine key issues and emerging priorities for improving support for disabled students at universities in England, including: the reform of the Disabled Students’ Allowance (DSA), which took effect at the start of this academic year; the doubling of HEFCE funding for disabled students between 2016 and 2018 to £40million; and HEFCE’s ongoing review into models of support for disabled students due to report later in the summer. Speakers include: Greg Boone, Team Leader, Disabled Students’ Allowance, Department for Education; Grace Simpson, Higher Education Policy Advisor, HEFCE; Dr Nasser Siabi, Microlink; Philip Connolly, Disability Rights UK; Mei-Yee Man Oram, Arup and Caryn Thorogood, University of Worcester. Chaired by: Dr Lisa Cameron MP, Chair, All-Party Parliamentary Group for Disability
Further information:

Transforming children and young people’s mental health provision: a green paper. Open consultation
The government is asking people for their views on a green paper setting out measures to improve mental health support for children and young people. The green paper focuses on earlier intervention and prevention, especially in and linked to schools and colleges. The proposals include: creating a new mental health workforce of community-based mental health support teams; every school and college will be encouraged to appoint a designated lead for mental health; a new 4-week waiting time for NHS children and young people’s mental health services to be piloted in some areas. Consultation closes on 2 March 2018.
For the consultation:
This consultation closes at noon on 2 March 2018

Future directions in STEMM for people with disabilities: STEMM Disability Advisory Committee Conference – March 2016

A summary report, to highlight the recommendations and feedback from attendees at our recent conference, is available online. 

Please see our events page, select 'STEMM-DAC Conference 2016', then 'STEMM-DAC Conference 2016 - summary', from the drop-down menu. Alternatively you can click here to read or download a PDF version of the report.

Department for Business, Innovation and Skills

Targeting funding for disabled students in Higher Education from 2016/17 onwards: Response from the STEMM Disability Advisory Committee

We prepared a report on the proposal of the introduction of targeted funding for disabled students of higher education (HE). In forming our response, all our member bodies were consulted. The STEMM Disability Advisory Committee welcomes the government’s efforts to ensure that the higher education learning environment is accessible to all students. We agree that a move to a more inclusive learning environment at all levels of education, training and employment is a positive step. As demand for workers with high-level science qualifications increases, the UK needs to encourage and facilitate more people to study science-based subjects. Higher education plays a valuable role in training a highly-skilled science workforce.

In the report, we highlight a number of issues regarding the specialist support often required by disabled STEMM students, particularly around the lack of expert and specialist knowledge that exists in HE. We want to make certain that disabled STEMM students do not face additional disadvantages as a result of the government’s proposals.

Our full response can be found in our Policy section.

Collecting Stories for our website

We are keen to highlight and share the stories of those who love studying or working in Science, Technology, Engineering, Mathematics and Medicine (STEMM) and also have a disability. If that is you, we would be delighted if you would consider writing a short piece (around 400 words) for our website to share your STEMM story.

In particular, in your piece it would be interesting to hear:

If you are happy to do so, please send your name and a photograph along with your written piece to