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Disability Action Plan 2011-2015 Exposure Draft, July 2011

Disability Action Plan 2011-2015 Exposure draft, 7 July 2011 Acknowledgement of Country We acknowledge the Elders, families and forebears of the Boonwurrung and Wurundjeri tribe of the Kulin Nation who were the custodians of University land for many centuries. We acknowledge that the land on which we meet was the place of age-old ceremonies of celebration, initiation and renewal and that the Kulin Nation people's living culture had and has a unique role in the life of this region.

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Victoria University Disability Action Plan 2011-2015 Exposure Draft July 2011

Contents Foreword: Vice-Chancellor (to be confirmed) Introduction Goals for Staff and Students

1 Access to the Physical Environment: A physical environment which enables people with a disability to participate safely in the life of Victoria University on the same basis as people without a disability

2 Access to Information All information published by Victoria University currently available to staff and students is accessible to people with a disability

3 Elimination of Discrimination, Harassment and Victimisation The learning and working environment of Victoria University is free of discrimination, harassment and victimisation on the ground of disability

Goals for Students 4 Prospective Students

Prospective students with a disability are able to gain access to Victoria University on the same basis as prospective students without a disability

5 Selection and Enrolment Students with a disability can be selected for courses and enrol in Victoria University on the same basis as students without a disability

6 Participation in Educational and Community Activities Students with a disability are able to participate in courses and community activities at Victoria University on the same basis as students without a disability

7 Course design, Approval and Delivery Course design, approval and delivery take account of the rights of students with a disability

8 Support Services Students with a disability are able to access support services on the same basis as other students and are provided with appropriate specialised services and equipment

9 Assessment Students with a disability are provided with fair, valid and reliable alternative assessment arrangements

Goal for Staff 10 Development of a Positive Workplace Culture.

Effective, fair and transparent recruitment and retention strategies and maintenance of a safe and inclusive working environment for people with a disability

Appendix Equity Indicators – students with a disability in higher education

Acknowledgements

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Introduction Obligations to People with a Disability Victoria University’s values include:

• equality of opportunity for students and staff; • diversity for its contribution to creativity and the enrichment of our lives.

The University recognises its obligations to people with disabilities under federal legislation and has prepared this Disability Action Plan to contribute to the achievement of the objects of the Disability Discrimination Act 1992 (Cth):

• to eliminate, as far as possible, discrimination against persons on the basis of their disabilities in various areas, and in particular access to premises, work, accommodation and the provision of facilities, services and land;

• to ensure, as far as practicable, that persons with disabilities have the same rights to equality before the law as the rest of the community; and

• to promote recognition and acceptance within the community of the principle that persons with disabilities have the same fundamental rights as the rest of the community.

At the same time, the University is also meeting its obligations under the Victorian Disability Act, which requires public sector bodies to prepare a Disability Action Plan for the purpose of—

• reducing barriers to persons with a disability accessing goods, services and facilities; • reducing barriers to persons with a disability obtaining and maintaining employment; • promoting inclusion and participation in the community of persons with a disability; • achieving tangible changes in attitudes and practices which discriminate against

persons with a disability. Development of the Disability Action Plan In 2001, the University responded to the Disability Discrimination Act by lodging its first Disability Action Plan with the Human Rights and Equal Opportunity Commission (now the Australian Human Rights Commission). In 2006, a second Disability Action Plan was developed and lodged with the Commission. The Australian Human Rights Commission states the advantages to the institution of producing a Disability Action Plan:

Action Plans have the capacity to produce the systemic change which is required to eliminate disability discrimination whether it be direct, or unintentional and indirect. Through an Action Plan, a tertiary education institution may reduce the risks of having complaints made against it under the DDA. An Action Plan will also assist a tertiary education institution better to meet its objective of providing high quality educational services to the whole community, of which people with disabilities constitute over 18%.1

The second Plan recognised the Disability Standards for Education (2005), which were formulated under the Disability Discrimination Act. These Standards clarified the rights of

1 http://www.hreoc.gov.au/disability_rights/action_plans/Tertiary_Education_Guide/tertiary_education_guide.html#1.4.1

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students and the responsibilities of education providers under the Disability Discrimination Act. The intention and effect of the Standards is to give students with a disability the same rights as other students. They are based on the position that:

… all students, including students with a disability, should be treated with dignity and enjoy the benefits of education and training in an educationally supportive environment that values and encourages participation by all students, including students with a disability.

This second plan also recognised that the Disability Discrimination Act applied to staff and well as students, so it established goals which would create an inclusive community for all. The new Disability Action Plan reiterates the same goals as the former plan but sets out modified and new actions which reflect the progress made since the last plan. In August 2010, the Pro Vice-Chancellor SALT sent a memo to several senior staff identified as responsible for actions under the Disability Action Plan, requesting information about their progress in achieving the goals. These achievements are noted in the introductions to each of the goals and their comments are reflected in modified and new actions. This plan also recognises the Disability (Access to Premises - buildings) Standards 2010 (Cth) and reflects advice provided by the Australian Human Rights Commission on World Wide Web Access. Since the last plan, there have also been changes to the policy context for students and staff with disabilities at VU. For students, the Student Equity and Social Inclusion Policy provides the foundation policy for all equity programs, as it commits the University to the promotion of equity and social justice by taking positive action to promote social inclusion and prevent discrimination and harassment. The Social Inclusion and Equity Plan 2012-2013 identifies students with a disability as a target group and the Disability Action Plan as a major initiative for improving the access, participation, retention and success of these students. A Disability Support and Inclusion Policy for Students is being developed alongside this plan. The parallel documents for staff are the Staff Equity and Diversity Policy and the Equity and Diversity Strategy for Staff 2009-2012. The Disability and Medical Condition Support and Workplace Adjustment Policy (for Staff) has recently been approved.

Consultation To be included at end of process

Funding of reasonable adjustments The University is able to draw on various government funding programs to assist in developing and implementing reasonable adjustments for students, who are Australian citizens or permanent residents. These include:

• Additional Support for Students with Disabilities, a component of the Higher Education Disability Support Program, which pays a proportion of educational support costs over $500 per student.

• Performance-Based Disability Support funding distributes money not spent on other components of the Higher Education Disability Support Program. The formula is based on the number of domestic students who report a disability on enrolment at the higher education provider.

• Government assistance is available to registered training organisations for tutorial, interpreter and mentor services for apprentices with a disability, up to $5000 per

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annum. Disabled Australian Apprentice Wage Support (DAAWS) is an Australian Government incentive payable to an employer who employs an Australian Apprentice with a disability in an Australian Apprenticeship.

• Student Equity and Diversity Initiative Grants are available to support projects to improve access, participation, retention and success of domestic VU students in the equity target groups, including students with a disability.

There is no additional government funding for services for International students with a disability studying onshore however these students may register with Equity and Disability Programs, and receive reasonable adjustments if required.

Access, Participation, Retention and Success of Students with a Disability Analysis of the numbers of students with a disability enrolling in VU courses and their academic progress provides a guide to the success of our Disability Action Plan. Basic data is available from the enrolment form, where students are asked to ‘tick a box’ to indicate a disability. The most comprehensive data is provided by the DEEWR analysis of higher education students. The reports from DEEWR enable the University to compare its performance for students with disability with universities in the state and in the sector. A glance at the figures in the Appendix will indicate that the access and participation of students with a disability is less than that for universities in Victoria and in the higher education sector as a whole. That is, we enrol a smaller proportion of these students than other institutions. However, once enrolled, the students with a disability continue in their courses and are generally as academically successful as other students. The latest report from DEEWR is dated 2008, so internal enrolment data must also be consulted. Internal enrolment data also provides information on students with a disability enrolled in VE/FE courses. As shown in the table below, there are nearly three times as many students who report a disability on enrolment in VE/FE than in higher educationi2

:

2009 2010 VE/FE 1318 1410 HE 437 498 Total 1755 1908

The Student Barometer provides some indication of whether students with a disability are satisfied with their experience at VU and the services they receive. 3.5% of the 6432 VU on-campus respondents used disability support services in 2010 and 83% of these expressed satisfaction. Note, however, that the number responding to the survey is small, especially for VE/FE, so the results need to be treated with caution.

Staff with a Disability There are no figures available on the number of staff at VU with a disability, but a survey conducted by the Australian Bureau of Statistics provides a context for consideration. The survey indicated that 18.5% of the population reported having a disability in 2009, with the rate increasing with age. Disability often prevents participation in the workforce.

2 VU Disability Identifier Data 2009, 2010. Numbers refer to reportable students (domestic)

Of those aged 15-64 years and living in households, 54% were participating in the labour force, compared to 83% of the non-disabled population. Women with disabilities were particularly affected, with a

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participation rate of 49%, well below the 60% participation rate of males with disabilities and the 77% participation rate of females without disabilities.3

Responsibilities

For each of the goals, the Plan includes a space to indicate the senior staff responsible for the actions, as advised. For many of the goals, it will be suggested that the Faculty Equity and Diversity Committees monitor faculty progress towards achievement of the goals. Consideration could be given to including implementation of the Disability Action Plan in the annual Quality Improvement Review. Staff from Equity and Disability Programs will be available for advice and assistance with implementation.

Monitoring and Reporting To be advised.

3 Australian Bureau of Statistics 430.0 - Disability, Ageing and Carers, Australia: Summary of Findings, 2009 Latest ISSUE Released at 11:30 AM (CANBERRA TIME) 16/12/2010

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Goals for staff and students

1 Access to the Physical Environment A physical environment which enables people with a disability to participate safely in the life of Victoria University on the same basis as people without disability

Legislation and Standards The Disability (Access to Premises - buildings) Standards 2010 (Cth)) commence on 1 May 2011. These Standards are subsidiary legislation to the Disability Discrimination Act. Any application for a building approval for a new building or upgrade of an existing building on or after that date will trigger the application of the Premises Standards. The purpose of the Premises Standards is:

• to ensure that dignified, equitable, cost-effective and reasonably achievable access to buildings, and facilities and services within buildings, is provided for people with disability, and

• to give certainty to building certifiers, developers and managers that if the Standards are complied with they cannot be subject to a successful complaint under the DDA in relation to those matters covered by the Premises Standards

The Australian Human Rights Commission has issued a Guideline on the application of the Premises Standards to assist in their application. 4

Achievements

Minor works Agreed criteria have been established for prioritising minor works to improve access. The University complies with Building Code of Australia regulations: Australian Standards AS1428.1 and AS 1428.2 in refurbishment of existing buildings; Access maps Student Equity and Disability Programs, in consultation with Facilities, has produced a detailed set of Access and Mobility Maps to provide a basic way finding tool for those who visit various campuses, in particular people with a disability, and those with a mobility disability. The Text Alternative Map and Visual Aid map were developed to provide a viable option for those who cannot read maps, and for people using a screen reader and screen magnifier to navigate around the university campuses. The Visual Aid Map provides photos and detailed descriptions of building entrances, lifts, toilets, faculty offices and other important services on each campus as visual identifier to assist students, staff and visitors to locate places and landmarks within the campuses. The maps are available on the university’s website. Emergency Procedures To ensure safety of people with a disability in an emergency, training on emergency procedures includes a new section ‘What if I have a permanent or temporary disability?’

4 The Guideline is available on-line at http://www.humanrights.gov.au/disability_rights/standards/PSguide.html

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Responsibilities

Actions

Physical Environment 1.1 Complete the Access Audit of all University campuses, including the allocation and

location of car parking bays, toilets and rest rooms. Ongoing monitoring and repeat audit in 5 years.

1.2 Ensure allocation of funding for improved accessibility features in the plans for refurbishment of buildings.

1.3 Include accessibility issues in the development of standards for the design and fit-out of improved University teaching spaces

1.4 Ensure that up-to-date Access and Mobility maps are available for all campuses, including a Braille Maps from Vision Australia for use on request.

1.5 Develop and publicise process for notification and resolution of problems with access for people with a disability, utilising existing online communications such as AskVU.

1.6 Ensure Minor Works process includes access issues for people with disabilities and an annual review.

1.7 Improve and extend designated accessible parking for people with disabilities, in accordance with the Human Rights Commission Building Standards Classification, as part of a improvement review of the current University Car Parking Policy.

1.8 Ensure that new and existing student accommodation is inclusive of people with disabilities.

Safety 1.9 Incorporate issues relevant to the physical safety of people with a disability into the

Occupational Health and Safety Program. 1.10 Incorporate reference to relevant disability legislation into the VU legislative compliance

register at the scheduled review of the OHS Legislative Compliance Policy 1.11 Ensure OHS Rehabilitation Policy is consistent with the provisions of the Disability and

Medical Condition Support and Workplace Adjustment Policy (for Staff) at next scheduled review.

1.12 Integrate DHB Policy training into the OHS training for Managers and Supervisors 1.13 Include various disability scenarios in evacuation exercises to test the adequacy of the

training provided.

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2 Access to Information All information published by Victoria University currently available to staff and students in electronic form, online or in print is accessible to people with a disability.

Legislation and Guidelines The Australian Human Rights Commission has issued World Wide Web Access: Disability Discrimination Advisory Notes, which point out that the provision of information and online services through the web is a service covered by the Disability Discrimination Act. Equal access for people with a disability in this area is required by the Disability Discrimination Act where it can reasonably be provided. The Commission issued a revised advisory note on accessibility of World Wide Web pages in 2010, taking account of version 2.0 of the World Wide Web Consortium's Web Content Advisory Guidelines. This note (version 4.0) replaces earlier versions 1996-1999 which were based on WCAG 1.0. For print materials, this section reflects the Guidelines on Information Access for Students with Print Disabilities published by the Australian Vice Chancellors’ Committee in November 2004 Achievements The VU Website has undergone a major redevelopment project with the formation of the Web Futures Group in 2008. Early 2008 the group released a new website to the current World Wide Web Consortium’s (W 3C) Web Content Accessibility Guidelines (WCAG) version 1.0. The minimum WCAG standard 1.0 for Government sites until June 2010 was level AA (Double A): To ensure students with disabilities have optimum access to the VU website, the University recently commissioned Vision Australia to examine the website and made recommendations where necessary to improve access. The report indicated that the Victoria University web site is generally an accessible website owing to positive aspects of the design, but 20 accessibility issues were identified (this number of issue is common for a web site of this size and complexity). Six issues were identified as immediate priorities, based on the accessibility benefits of correcting the issue and work on improving the website is continuing. Responsibilities

Actions

2.1 Train, test and implement changes so that we meet the newly approved WCAG 2.0 accessibility requirements.

2.2 At least 2 Staff members from the group (1 from Content Team and 1 from Development Team to attend a day of Web Accessibility Techniques training at Vision Australia

2.3 Targeted testing with users with known disability – either through our ongoing project work and user testing, or i through Vision Australia

2.4 Implement WCAG in 3 phases with explicit time frames for Government websites according to the Web Accessibility National Transition Strategy: preparation – July 10 – December 10; transition January –December 2011; implementation – complete by December 12 (Single A) and December 2014 (Double A)

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2.5 Create a University-wide Web Accessibility Advisory Group to oversee and maintain a register of all applications and websites that are delivered by a web browser. WFG staff would be part of this group, alongside other staff from areas that develop and deliver web based content to staff, students and the wider community.

2.6 Provide resources and funding for customised training of staff involved in delivery and assessment of web content to WCAG 2.0 compliant standards.

2.7 Develop and implement policies and processes with Library Services to ensure students and staff with a disability can access, either directly or indirectly, and to resolve problems relating to the accessing of University web-based materials.

2.8 Advertise publications, brochures and all University events (on or off campus) as accessible or available in alternative formats if required.

2.9 Continue to update University’s publications with specific information for students and staff with disabilities.

2.10 Include URL in all printed publications that are also available in electronic format on the internet, preferably in RTF format so they can be manipulated.

2.11 Provide a web link to the Access and Disability campus maps for VU events on the event webpage.

2.12 Update the University Style Guide to include advice on making publications available in alternative formats.

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3 Elimination of Discrimination, Harassment and Victimisation The learning and working environment of Victoria University is free of discrimination, harassment and victimisation on the ground of disability

Legislation and Standards Both Federal and State legislation make it unlawful to discriminate against a student or employee on the ground of disability or impairment. Part 8 of the Disability Standards for Education 2005 covers Standards for harassment and victimisation. The effect of these standards is to require strategies and programs to support the right of students with disabilities to education or training in an environment that is free from discrimination or victimisation on the basis of their disability. The same right applies to students who have associates with disabilities. Standards for compliance include:

• inclusion of disability issues in policies, procedures and codes of conduct; • fair, transparent and accountable complaint procedures; • effective communication of these policies and procedures; • appropriate professional development training; and • prompt handling of complaints.

Achievements At Victoria University, complaints of discrimination and harassment on the ground of disability are included in the policies and procedures referring to other forms of discrimination and harassment. Formerly, all staff and student complaints of discrimination and harassment were resolved under the Equity and Social Justice Policies and Procedures for Dealing with Complaints of Discrimination and Harassment. More recent changes mean that staff and student complaints are now dealt with under separate policies and procedures. Students In 2008, as a result of a review of the Student Feedback and Complaints Policy [now the Student Complaint Resolution Policy], the policy was revised so that complaints of discrimination and harassment by students were to be resolved under the same three-stage process as other types of complaint. Appendix 2 of the Student Complaint Resolution Policy incorporates material developed by the former Equity and Social Justice Branch in 2006-7 during a review of the Equity and Social Justice Policies and Procedures for Dealing with Complaints of Discrimination and Harassment. In 2010, a Student Complaints Manager was appointed to oversee the complaints process. The Student Complaint Resolution Policy includes provision for Student Equity Advisors to provide advice on student complaints of discrimination and harassment. The Student Equity Manager provided a two-day training course for Student Equity Advisors in February and July 2011. Student Advisors were included in this training. The Student Complaint Resolution Policy is widely publicised to students on the website and in faculty publications intended for students. For example, such information is included as part of mandated information to be given to students of VU College through the AQTF. At Induction Week, Work Education makes students aware of information contained in the University Student Diary. The Faculty of Arts, Education and Human Development has a Unit of Study

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Template which includes information on Student and Staff rights and responsibilities and advises how and where to seek assistance and to make a complaint. Under current Australian Quality Training Framework Guidelines, all student handbooks for the Faculty of Technical and Trades Innovation are audited for compliance with University policy. Staff Victoria University completed a comprehensive policy review of the former equity and social justice policy framework and on December 15th 2010 approved the new Equity and Diversity Policy framework for staff including the Discrimination, Harassment and Bullying Policy (for Staff)·and Discrimination and Harassment Complaints Procedures for staff. The Equity and Diversity Policies and Procedures are directed at both the expert user (relevant Human Resource staff) and the target audience (University staff). As stipulated in the policy, the Discrimination, Harassment and Bullying Contact Officers Network for Staff has been established. Twenty staff completed the minimum training requirements and were indemnified by the Vice-Chancellor for the purposes of the role by September 2010. The policies for staff are communicated university-wide via the Central Policy Register, Human Resources and the Staff Equity and Diversity Unit website, the Managers Toolkit function provided by human resources and incorporated into all relevant education and training for staff. The University’s formal induction workshop includes the equity and diversity policy framework for staff. Equity and diversity are also considered in depth in the online EO training program for staff “Workplace Discrimination – Legal Compliance” and in the Leading Positive Workplace Culture for Managers four hour workshop. Responsibilities

Actions

Students 3.1 Ensure that risk analysis is undertaken annually to assess effectiveness of internal

complaint handling processes and correlate with sector-wide data. 3.2 As part of the review of Student Complaint Resolution Policy, ensure discrimination

and harassment complaint handling is consistent with legislation and best practice, as set out in the Disability Standards for Education and the Australian Human Rights Commission Guidelines.

3.3 Ensure the Strategy for Staff Communication Regarding the Student Complaint Process currently under development includes material on resolving complaints of discrimination and harassment, particularly on the ground of disability.

3.4 Develop online training module for staff to include obligations to students with a disability.

3.5 Provide information on the Student Complaint Resolution Policy and its application in cases of discrimination and harassment on the ground of disability to students on the website, in handbooks, brochures and similar relevant material.

Staff 3.6 Consider development of a specific Disability Support website for staff and managers

to include information on the law, University policy, useful and relevant resources and links to appropriate support

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3.7 Continue to include information on discrimination and harassment policy and procedures in induction workshops, staff training courses, policy manuals and similar relevant material for staff.

3.8 Develop and implement specific disability awareness and education training for staff, specially managers and supervisors, in addition to disability provision in online training and Discrimination Workshops for Managers.

3.9 Aim to provide managers with a more comprehensive overview of how they may effectively coordinate and support the ‘reasonable adjustment’ process and successfully prevent and manage complaints of disability discrimination.

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Goals for Students 4 Prospective Students

Prospective students with a disability are able to gain access to Victoria University on the same basis as prospective students without a disability

Legislation and Standards This goal reflects Part 4 of the Disability Standards for Education 2005. The Standards give prospective students the right to enrol in an educational institution on the same basis as prospective students without disabilities, including the right to reasonable adjustments. Compliance measures include the provision of information about enrolment processes which addresses the needs of students with disabilities, is accessible and made available in a range of formats. The student should receive sufficient information to make informed choices and be able to complete the enrolment procedures without undue difficulty. Achievements The VU webpage for future students provides comprehensive details regarding on-campus services and support including a disability resource room, specialised equipment and software. Course Guide 2011 highlights disability services and support available at VU, with an URL to the relevant webpage. School-based VU recruitment activities and community events are coordinated with provisions for accessibility. Auslan interpreting services are available at Open Day Events to facilitate communication processes for the deaf and hearing impaired. The Mobile Gateways Vehicle, used to provide career and study assistance for people in the western region, is fitted with a wheelchair lift to ensure all can access the training facility. The Faculty of Arts, Education and Human Development has been receptive to and encouraging of prospective students identifying with a disability and seeking information on whether they can be accommodated. The Faculty has a reputation in some very targeted cases and cohorts as being supportive of such students. Students and prospective students are directed to Student Services on site and online. Staff of the Faculty of Technical and Trades Innovation actively promote the University support system for students with disabilities and can refer these students to the appropriate areas for assistance when required. At VU College, Work Education, a program specifically for students with a disability, operates transition programs with feeder schools. Staff promote the program at the school forums and feeder schools are given a copy of our promotional DVD which includes student interviews. Staff pay particular attention to assisting those with disabilities. VU College interviews all students prior to commencement to ascertain any specific requirements. A half day Information Day is conducted each year for prospective students and includes details of support services and how to access them. Responsibilities

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Actions

4.1 Ensure that all University promotional literature and web information is inclusive e.g. depicts positive images of students with a disability and those belonging to educationally disadvantaged communities.

4.2 Include the needs of prospective students with a disability in outreach and recruitment programs for school-leavers, mature age learners and people traditionally excluded from education.

4.3 Liaise with the rehabilitation sector and community agencies to assist people with a disability to apply for appropriate courses.

4.4 Include information about access provisions and the availability of reasonable adjustments in information about courses, facilities and services at Victoria University and make this information available in appropriate print and electronic formats.

4.5 Provide advice to prospective students with a disability on the inherent requirements of courses to assist decision-making based on their needs and aspirations.

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5 Selection and Enrolment Students with a disability can be selected for courses and enrol in Victoria University on the same basis as students without a disability

Legislation and Standards This section reflects section 4 of the Disability Standards for Education 2005 which give prospective students with disabilities the right to enrol on the same basis as students without disabilities, including the right to reasonable adjustment. Compliance requires ensuring that information about enrolment processes addresses the need of students with disabilities; enrolment procedures can be designed so that the student can complete them without difficulty; and information about all course requirements and their settings is accessible. Achievements Disability is included in the list of Special Entry Access Schemes categories that VU considered during 2011 selection for higher education courses. Many VU College students are educationally disadvantaged, due to a wide range of issues including disability. Where students have an identifiable disability, we include their carer or advocate in the preliminary interview to ensure that the student’s situation is fully represented and that we are informed of how the student’s needs can be met. The Work Education Selection Process has been specifically developed to support students with a disability. Family carers and students’ school teachers are involved in the two part process, consisting of interview and group workshop. All Work Education students are supported by staff on 1:1 basis during the enrolment process. Enrolment in the Faculty of Arts, Education & Human Development is currently offered on site. If a student presents and requires individual assistance this is offered on a case by case basis. Where it is difficult for students to attend or complete their own enrolment they may delegate a proxy, or a staff member can assist. Where there are difficulties in attending, enrolment by post is offered on a case by case basis. Student Services employed more ‘hosts’ in 2011 to assist students by offering VIP service to students with a disability waiting in a queue. When identifying suitable venues for enrolment, issues such as access to lifts, toilets, ramps are considered. Responsibilities

Actions

5.1 Investigate the reasons for the lower access and participation rates of undergraduate and postgraduate students with a disability and review actions for prospective students in the light of the findings.

5.2 Monitor number of students with disability applying for and being admitted to higher education courses through the Special Entry Access Scheme.

5.3 Ensure that selection processes are informed by inclusive practices and information. 5.4 Provide information to selection officers on VTAC processes for admission of students

with a disability. 5.5 Modify where appropriate specific admission processes such as interview, audition or

portfolio presentation to ensure equity for prospective students with a disability

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5.6 Review and improve enrolment and re-enrolment procedures to ensure that students with a disability may complete them without undue difficulty.

5.7 Ensure online enrolments are compliant with WCAG 2.0 5.8 Ensure help available via various channels – telephone, web, chat

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6 Participation in Educational and Community Activities Students with a disability are able to participate in courses and community activities at Victoria University on the same basis as students without a disability

Legislation and Standards This section reflects Part 5, Standards for Participation, of the Disability Standards for Education 2005. These Standards give students with disabilities the right to participate in course or programs and to use services and facilities on the same basis as other students, including the right to reasonable adjustments. Compliance measures include ensuring flexible course activities, making appropriate changes in a program to enable the student with a disability to participate and providing additional support where necessary. Achievements Equity and Disability Programs developed Guidelines for Learning in the Workplace and Community for Students with Disabilities, Mental Health Issues and Medical Conditions. AT VU College, Work Education works under a Case Management Model with all staff having a Case Management Group. 1:1 meetings are conducted regularly with the student and the family/carer. The Students Supporting Students Learning Programs are open to all VU students. Activities of a physical nature are modified for individual participations e.g. teachers assist to write notes in diary to facilitate communication with family. In the Faculty of Arts, Education and Human Development, students with disabilities are assisted on a case by case basis. Where a student is unable to participate in a specific activity which is not an inherent requirement of course, staff routinely offer an alternative. Flexibility is encouraged across the Faculty, but is offered at a course and unit level. Other faculties gave similar responses. Graduations are fully inclusive of students with a disability. The venue is wheelchair accessible and disabled parking spaces are available. All students use the ramps on both sides of the stages and students may request individual help according to their needs e.g. special seating. A signing interpreter is on stage for the ceremony. VU Sport reported that in matters to do with access to facilities we have available lifts, ramps, a pool hoist, removable graded pool steps with rail and specific equipment including floatation vests and raised platforms. Education development is available through the Get Connected (modified aquatics program with 53 participants) and other modified programs. VU Sport works with the Spirit West, Western Futures, Ascot Vale Special School and other work integrated learning courses Six staff completed the Inclusive Learning Initiative Training course in 2010 and in 2011/12 Sport and Health staff will instruct this program. Participation in the Connect Hub is coordinated through the School of Sport and Exercise Science In regard to social/extracurricular sport and recreational activities, some of our social sport programs (come and try’s day etc) cater for people with disabilities and other programs have specifically targeted certain student cohorts (e.g. Work Ed). In regard to representative sport:

• A number of VU students with disabilities have trialled and participated in University Games events and international competition at elite level

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• 2010 was the first year Australian University Sport had sub events in Athletics and swimming for Athletes with A Disability and Swimmers With A Disability.

VU have had a number of disabled athletes compete directly in the mainstream competition. Elite Athletes with a disability have been supported and recognised within Elite Athlete Support Program and via Sport Awards including the VU Female Sports Person of the Year 2009 (Wheelchair Tennis) and the VU Female Sports Person of the Year 2002 (Inaugural Year) Swimming Paralympian. Consideration of the incidence of mental illness in the population led Counselling in collaboration with MindWest projects delivered eight Mental Health First Aid and Youth Mental Health First Aid programs to 217 recipients from within VU and outside (VCE teachers and Harvester College students). The instructors of these programs were awarded the Vice Chancellor Citation Award for ‘Outstanding Services’. Responsibilities

Actions

6.1 Recognise the needs of students with a disability in transition, mentoring, student circles, career bridge and similar programs.

6.2 Where a student with a disability is unable to participate in a specific activity which is not an inherent requirement of a course, provide a reasonable substitute which meets the educational aims of the course.

6.3 Ensure extracurricular, sporting and recreational activities are inclusive of students with a disability.

6.4 Continue to ensure graduation ceremonies are inclusive of students with a disability. 6.5 Publicise guidelines to assist faculties to provide LiWC placements for students with

disabilities 6.6 Survey or interview (via focus group) current students with a disability to determine

their response to current practices and their recommendations 6.7 As a standard practice, make teaching materials available in electronic or other

alternative format. 6.8 Ensure staff actively encourage students with disabilities to identify how they can be

assisted with materials in alternative formats. 6.9 Ensure e-learning technologies are accessible to students with disabilities. 6.10 Investigate the purchase of site licences for adaptive software used by people with and

without disabilities to support a more inclusive teaching and learning environment. 6.11 Increase wheelchair sports opportunities in the future as our available indoor courts

have increased. 6.12 Explore funding opportunities with Australian Sports commission in partnership with

Vic Health and Sports Connect

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7 Course Design, Approval and Delivery Course design, approval and delivery take account of the rights of students with a disability

Legislation and Standards This goal is designed to ensure the University complies with the Standards for curriculum development, accreditation and delivery (Part 6 Disability Standards in Education). The Standards give students the right to participate in courses or programs that are designed to develop their skills, knowledge and understanding, including relevant supplementary programs, on the same basis as students without disabilities. Compliance includes ensuring that curriculum, teaching materials, modes of delivery and learning activities are accessible to students with disabilities and that activities conducted outside the classroom include students with disabilities. Achievements The Library has established a procedure for obtaining library materials in alternative formats for students with a disability and Faculties make considerable efforts to provide alternative formats. VU College students are provided with study materials in appropriate alternative format as needed. Notetakers are included in the class so they are seen as part of a group rather than a functionary. They are also given access to staff facilities – tea room, photocopier etc . In the Faculty of Trade and Innovation, some program areas are publishing class materials online and providing students with access to voice software to assist those students with reading and writing difficulties. In the Faculty of Arts, Education & Human Development, materials are made available in appropriate formats for each individual student who identifies a need. The student, teaching staff and Disability Services staff work together to decide what is required and the Faculty Sub-Committee for Students with Disabilities coordinates the case management required For VU College, the Work Education brochure includes relevant information on Access & Equity and Delivery Modes. The Work Education Information Day flyer contains information regarding Wheelchair Access. This information is also signposted during the event on the day. In terms of ELI, all information is checked by VUI compliance and gives the contact details of the VU Disability staff. VU College has a standard practice that teaching materials are available in soft and hard copy versions. Selections of learning materials are available in electronic format - on line, on Ning sites and in WEB CT in order to cater for student absence including absence due to disability. Specific job seeking sites for people with a disability are used regularly. Marketing at VU via the VU website has a text option to increase or decrease the size and type of font. If URL available, it is included in VU College publications. Responsibilities

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Actions

7.1 Provide specialised TAFE courses for students with a disability who are unable to participate in regular courses.

7.2 Include assessment of flexibility of delivery in course approval procedures. 7.3 Convert course or program study materials to a format appropriate to a student with

disability without disadvantaging the student by unnecessary delay. 7.4 Develop a web-based resource to provide information on specific disabilities to enable

teachers to adjust teaching methodologies as appropriate. 7.5 Provide individual advice and support to teaching staff who have students with a

disability in their classes. 7.6 Include rights of students with a disability and strategies to adjust teaching and delivery

to suit these students in professional development programs (including induction) for teaching and teaching support staff.

7.7 Provide specialised targeted training to staff on disabilities and adjustment strategies where appropriate.

7.8 Develop and support the role of Disability Contact Officers in the faculties

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8 Support Services Students with disabilities are able to access support services on the same basis as other students and are provided with appropriate specialised services and equipment

Legislation This goal is designed to ensure the University complies with the Standards for student support services (Part 7 Disability Standards in Education). These Standards give students with disabilities rights to access all VU student services students, on the same basis as other students. These standards also give students rights to specialised services needed for them to participate in educational activities. These services may include specialised equipment and appropriately trained support staff. Achievements The majority (80%) of campus libraries have student access PCs with communication augmentation and/or text recognition software; dedicated rooms with PC and adaptive software are available at St Albans and Footscray Park campus libraries. Selected campus libraries provide a loan service for specific assistive devices (such as alphasmart). PCs with assistive technology are updated as part of the Library’s student equipment renewal cycle. Responsibilities

Actions

8.1 Include the needs of students with a disability in the professional development of staff providing support services to students (e.g. Library, IT, Counselling, Student Records).

8.2 Undertake continuous improvement of procedures for assessment of individual students and the resources for the provision of reasonable adjustments

8.3 Provide an equipment loan service to students with a disability including, if reasonably required and available, assistive devices or adaptive technology.

8.4 Provide specialised services to students with a disability including, if reasonably required and available, signing interpreters or note-takers and the provision of e-texts.

8.5 Implement regular consultation with students with a disability via individual interviews and group feedback mechanisms such as focus groups or a survey.

8.6 Establish peer mentoring and support groups for students with a disability. 8.7 Consider ways to facilitate employment of students with disabilities after graduation. Adaptive Technology 8.8 Provide an appropriate range of adaptive technology located in convenient and

accessible areas including Adaptive Technology Rooms, Library spaces and other shared space.

8.9 Ensure that adaptive technology is available for staff. 8.10 Aim for 100% of campus libraries to have student access PCs with communication

augmentation and/or text recognition software (now 80%)

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8.11 Consider the introduction of web-based captioning of lectures to deliver text to computers of students with a disability.

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9 Assessment Students with a disability are provided with fair, valid and reliable alternative assessment arrangements

Legislation and Standards This goal is designed to ensure the University complies with Part 6 of the Disability Standards for Education, in particular the following measure for compliance:

The assessment procedures and methodologies for the course or program are adapted to enable the student to demonstrate the knowledge, skills or competencies being addressed.

Achievements Disability Services assists students who need alternative assessment arrangements available, for example:

• special seating arrangements • extra time for exams • extensions for assignments • use of Auslan interpreters or scribes in tests/exams • adjusted or alternative assessment tasks for students who cannot equitably

demonstrate their skills or knowledge by the standard assessment task At VU College, individual arrangements are made as necessary. In Work Education, academic progress is reviewed through the Case Management and Individual Vocational Plan meetings with students and their families/carers. The Faculty of Arts, Education and Human Development recognises that this can be a complex area, especially in progress processes. Additional assistance may be sought from Disability Services and Student Services. The Faculty of Business and Law makes known to students at enrolment orientation that certain support provisions are available to students with impairments/conditions that may impede their ability to perform academically. Most of the communication from the Faculty staff in relation to modified assessment arrangements is on an ad-hoc basis and deals with exceptions rather than standardised arrangements. Responsibilities

Actions

9.1 Review the procedures and timelines for organising alternative arrangements for students.

9.2 Reintroduce general communication at the start of each teaching period reminding staff of their obligations, students of their responsibilities and both of the process for managing modified assessment arrangements

9.3 Review impact of practice of holding final examinations at St Albans Campus on students with a disability.

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9.4 Develop ways to take into account the impact of disability as appropriate when dealing with academic progress issues by providing appropriate assistance and advice to both staff and students.

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Goal for Staff 10 Development of a Positive Workplace Culture

Effective, fair and transparent recruitment and retention strategies and maintenance of a safe and inclusive working environment for people with a disability

Legislation The Disability Discrimination Act and the Equal Opportunity Act Victoria both apply to the employment of people with disabilities. Achievements The former HR Disability Working Group developed a policy to effectively provide managers and staff with guidance regarding appropriate support for disability and medical conditions, to ensure the University fulfils its obligations regarding reasonable adjustment, together with the opportunity to maximise the potential of staff with a disability. The “Disability and Medical Condition Support and Workplace Adjustment Policy for staff” will effectively provide the guidance managers and supervisors require regarding reasonable adjustment. Responsibilities

Actions

10.1 Develop procedure to ensure prospective staff with a disability are advised of Victoria University Equal Employment Opportunity policies and provided with appropriate resources during the recruitment and selection stages of the employment processes.

10.2 Include disability issues in staff training programs, especially programs concerned with the recruitment of staff, induction, and leadership and management.

10.3 Develop guidelines for managers to enable them to provide appropriate support for staff members with a disability to maximise their potential in the workplace.

10.4 Explore the possibility of centralised funding options to cover the costs of reasonable adjustment for staff in the workplace

10.5 Investigate appointment of a Disability Employment Co-ordinator to establish a positive program for employing people with a disability.

10.6 Consider the appointment of a coordinator to implement the Disability and Medical Condition Support and Workplace Adjustment Policy (For Staff) and to champion the understanding of the concepts associated with the support of staff with disability and medical conditions while at work. This role would also be supported by administrative resources.

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Appendix Equity Indicators – students with a disability in higher education Definitions 5

The equity performance indicators have been calculated with respect to Domestic student data from 'full year' Higher Education Student Collection, excluding Domestic students whose permanent home address is overseas’

Access: Access refers to the number of equity group students who commence study in a given year.The

access rate shows the number of commencing students in each equity group as a

percentage of total commencing Domestic students. ParticipationThe

: Participation refers to the total number of equity group students enrolled. participation rate for a particular group of students is that group’s percentage share of all

Domestic higher education enrolments.The

participation ratio compares the proportion of equity group students (for students with a

disability, NESB students and students from regional and remote areas) in the student population with the proportion of each equity group’s share of the general 15-64 year old population derived from census or other survey data. The reference value for low SES students is the percentage (participation rate) of high SES students. Success: Success is a measure of academic performance.The

success rate

The

is the EFTSL of units passed as a percentage of all EFTSL of units attempted. Attempted EFTSL comprises units passed, failed and withdrawn.

success ratio for an equity group is calculated by dividing the success rate for that group by the success rate of all other Domestic students. Retention

The

: A measure of apparent retention at a particular institution. It does not count as retained in the system those students who defer their study or transfer to another university.

retention rate is defined as the number of students who re-enrol at an institution in a given year (x), as a proportion of students who were enrolled in the previous year (x-1), less those who completed their course.The

retention ratio

See below for figures for access, participation, success and retention of higher education students at VU.

is calculated by dividing an equity group students’ retention rate by the retention rate of all other Domestic students (i.e., students not in that particular equity group). A retention ratio of 1.00 indicates that the equity group is performing at the same level as the benchmark population.

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Acknowlegements Disability Action Plan 2011 – 2015 prepared by Denise Bett, Manager Equity and Disability Programs and Dr Margaret James, Equal Opportunity Consultant, with the assistance of Marian Cronin and Andrea Brown, Staff Equity. The contribution of all staff who responded to the review is much appreciated.

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