CIMT seems to be an effective and feasible method to improve motor function in the short term, but no long-term effect was found.

In this paper we shed light on the experiences of disabled students attending professional courses in higher education in Norway. The findings from this empirical study are based on interviews with fourteen students with diverse impairments, ranging from the visible to the invisible. They faced barriers that they resolved to address on their own, using their capabilities and working 'in silence' to meet the expectations of normal students in academia as strong and independent. In addition to their own motivation and self-determination, what facilitated their progress in their studies was that some of the staff and fellow students met them respectfully as ordinary students, while recognising their strain and providing support without calling attention to it. Leaning on the Nordic Relational Model of Disability, we call for greater awareness of the complex interactional processes between the disabled students and people in their social environment.

She has been practicing as an OT clinician within acquired brain injury rehabilitation for 16 years. Her main areas of expertise are in neurological rehabilitation and disability research. Her doctoral work is on students with disabilities in higher education.Eva Magnus has a PhD from The Norwegian University of Science and Technology. She has a position as associate professor at the Discipline of Occupational Therapy at the same university. Her research has concentrated on studies within disability, everyday life and health promotion. She is a central member of the Professional Inclusive Higher Education (PIHE), which is an international research network of researchers focussing on disability in higher education and transition to employment.

Overall adherence was good; however, time spent in motor activity was only one-third of total treatment time. The parameters in the constraint-induced movement therapy protocol should be individually adjusted early after stroke.

This study explores the practical placement experiences of students with disabilities who are attending professional higher education in Norway. Despite legislative regulations to promote equal opportunities, many students with disabilities face barriers to participation in higher education. In professional education, practical placement is a part of the curriculum. However, the transition from the campus classroom to practical placement puts an extra demand on the students to disclose their disabilities and request accommodation; it also puts demands on academic staff and placement supervisors to arrange support. Based on interviews with 14 students in teacher, social work and healthcare programmes, the study highlights the opportunities that placement gave these students to experiment with the demands of work, learn about their own capacity, and test out solutions for accommodation. Practical placement was also an arena where the students worked hard to develop and demonstrate their resources as proficient future professionals. However, due to structural barriers and insufficient planning, the students risked not being able to cope with the demands of placement and to demonstrate their proficiency. The study revealed that planning prior to placement was essential in providing optimal opportunities for students with disabilities to learn and to market their employability.