Exploring Out-of-Classroom Activities for Students with Disabilities: Implications for Employability Skills Development

The inclusion of students with disabilities in tertiary education is rising globally, however research on their participation in out-of-classroom activities remains limited. This paper investigates the significance of out-of-classroom engagement for students with disabilities, particularly its impact on their development of employability skills. While existing literature predominantly addresses accommodations within academic settings, this study emphasises the broader university experience. Through a scoping review, it examines the benefits and challenges associated with out-of-classroom activities and their relevance to employability post-graduation. The study reveals that while universities primarily focus on subject-specific skills, the demand for complementary competencies is increasing. Out-of-classroom activities, including curricular, co-curricular, and extra-curricular pursuits, are crucial for fostering practical skills and social integration. Such activities are instrumental in developing employability traits like leadership, teamwork, communication, and resilience. Moreover, participation in these activities facilitates networking opportunities essential for career advancement. University graduates with known disabilities are less likely to find themselves in employment in the first year after graduation, and for some disciplines even less likely to find a relevant role within the area related to their degree. In the United Kingdom alone, adults with disabilities are amongst the most socially and economically disadvantaged groups. Despite the acknowledged benefits and the drivers for inclusion, students with disabilities encounter barriers hindering their participation in out-of-classroom activities. Institutional, attitudinal, and disability-specific challenges hinder their access to these opportunities. Lack of appropriate accommodations, fear of stigmatization, and limited resources pose significant obstacles for their inclusion. Addressing these barriers is essential to ensure equal opportunities for skills development and employment prospects.