The impact of a disability or medical condition can play a major role in decision-making regarding many life choices including education options. Since the introduction of the Disability Discrimination Act (1992), education institutions have implemented organisational and legislative changes to improve access and ensure equitable participation for students with disabilities in education.

Whilst organisational and legislative changes have been in place for 10-15 years, the questions remain; have the necessary cultural changes and improvements in service delivery taken place to reflect the intent of the legislation? How has this impacted on the learning experiences of students with disabilities in higher education today?

USQ is undertaking a study to examine these questions. The study will track students' experiences over 3 years via an initial survey, interview and assessment of learning style with yearly follow up. Questions of inquiry will focus on aspects of the learning experience including:
- the impact of disability on decisions related to the student’s study;
- the impact of disability on attendance; physical access; completion of assessment; social participation;
- expectations of supports available and how supports are rated;
- retention rates.

It is envisaged that information from this study will enable USQ to improve the student experience, adjust services, inform staff of the implications of disability/illness on learning, and provide information regarding continuing barriers to success in study. The outcomes of this study will provide information to inform practice across many educational settings.

This presentation will detail the findings of the first year of this study.