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A research project at an Australian regional university reframed "disability" by defining the diagnosis of a disability with an impact on learning as a "learning challenge." Using the terminology of "learning challenge," an anonymous, online survey found there was a significant number of students who chose institutional non-disclosure and excluded themselves from legally mandated support for learning. Using a sample of 111 students from this previously hidden group, qualitative analysis was performed on their stated reasons for non-disclosure using the conceptual lens of stigma mechanisms and theories at individual, situational, and institutional levels. This research found that internalised stigma is most common for students living with mental health issues (n=97), who anticipate discrimination and prejudice should disclosure be made. Further analysis for this group found students described stigma as having effected learning through poorer academic outcomes, reduced social support and academic help-seeking, and a perception that future professional identities excluded those living with mental health issues. Non-disclosure was perceived by students to be necessary to protect them from being discredited within their learning environment and, for some, in future employment. Structural elements of stigma, such as the qualification of disability and process of disclosure, were seen to be barriers. Perceived discrimination and the desire to protect students' ideal identity (not disabled) were also described. Institutions may find these results useful to develop changes that will result in improved academic outcomes, retention, and completion for students living with disability and stigma.

Internationally, students with disabilities (SWD) are increasing in numbers in higher education institutions. SWD are legally required to be supported by their institutions to ensure equity of access and outcome. Most research around SWD is focused on the provision of support and accommodation to achieve equitable access. Recent research has shown that the majority of students who would qualify as 'disabled' choose not to disclose and receive no support. This research asks SWD (n = 553) to describe the impact of their disability on their learning. Impacts described included limited access, decreased engagement and cognitive differences. Meeting the needs of these students, who in the main are non-disclosed, is explored through consideration of impairment and disability within the institution with the goal of improving the experience of learning for these students.

Students with disabilities (SWD) in Australian higher education need to disclose to their institution to access a range of 'reasonable adjustments' to support their learning. Nationally, 5.8% of the university population disclose their disability to their institution. It is suspected that there is a much larger population of students who choose non-disclosure, and therefore decide not to access support. Very little is known about the reasons for non-disclosure as this group represents a hidden population in higher education. The research reported here is based on a survey of undergraduate students in one regional Australian university where disability was reframed as 'learning challenge'. This identified the institutionally non-disclosed group. This research identified that there were sound reasons for non-disclosure, students continually weigh up potential disclosure during their study, and students have difficulty with the disclosure process. We conclude that institutions need to understand that they have an invisible group of non-disclosing SWD in their student populations and that, to meet their learning challenges, universities need to support changes to policies, procedures and curriculum design.

Haplotyping of human chromosomes is a prerequisite for cataloguing the full repertoire of genetic variation. We present a microfluidics-based, linked-read sequencing technology that can phase and haplotype germline and cancer genomes using nanograms of input DNA. This high-throughput platform prepares barcoded libraries for short-read sequencing and computationally reconstructs long-range haplotype and structural variant information. We generate haplotype blocks in a nuclear trio that are concordant with expected inheritance patterns and phase a set of structural variants. We also resolve the structure of the EML4-ALK gene fusion in the NCI-H2228 cancer cell line using phased exome sequencing. Finally, we assign genetic aberrations to specific megabase-scale haplotypes generated from whole-genome sequencing of a primary colorectal adenocarcinoma. This approach resolves haplotype information using up to 100 times less genomic DNA than some methods and enables the accurate detection of structural variants.

Internationally, university students with disabilities (SWD) are recognised as being under-represented in higher education. They face significant problems accessing appropriate accommodations for their disability. Academic outcomes for this group are lower in terms of achievement and graduation rates. The true size of the SWD group at university is suggested to be different to that reported due to students not disclosing their disability for a variety of reasons including stigma, fear of discrimination, past negative experiences, and gaps in knowledge about available institutional support and accommodations. Research suggests that students do not consider their issues to fall under the term "disability", resulting in a hidden population of students who could be better supported by their university. Using an Australian regional university as a case study, this paper examines the SWD population by identifying both disclosed and non-disclosed SWD populations within the domestic undergraduate population as well as information on the nature of students' diagnoses or assessment, not previously captured. Using an anonymous online survey which reframed disability using the non-deficit language of "learning challenge", the population of those dealing with learning challenges, disclosed and non-disclosed, was identified and a population estimate calculated. Student characteristics that predicted non-disclosure and specific information on the nature of students' diagnoses were made and have the potential to develop targeted institutional support for a population that is currently difficult to access.

This article explores the issue of students' writing skills in the discipline of Engineering and beyond. It is the result of a discussion between three academics from different discipline backgrounds: Teaching and Learning, the Humanities and Engineering. We start with a review of the strategies commonly used to address problems in students' academic writing skills, with an emphasis on the notions of "writing across the curriculum" (WAC) or "writing in the disciplines" (WID). Taking into consideration the issue of students' perception of their "real curriculum" and the need to "embed writing" in the disciplines, we propose a strategy aimed at implementing an efficient teaching of writing skills targeted for a specific discipline. In so doing, we argue that the increasing recourse to independent Learning Development services decontextualises students' understanding of writing.