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UTS DISABILITY ACTION PLAN 2010–2014

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Contents

1.0 UTS Disability Action Plan 2010–2014

Introduction.................................................................................................................. 3

Development of the Plan............................................................................................. 3

Compliance requirements .......................................................................................... 4

Goals ............................................................................................................................ 4

Implementation, monitoring and governance .......................................................... 4

2.0 UTS Disability Action Plan 2003–2007 Review Summary ......................................... 6 3.0 Disability Action Plan 2010–2014

Goal 1: Provide equitable learning opportunities .................................................... 7

Goal 2: Provide equitable employment opportunities ........................................... 11

Goal 3: Provide an inclusive physical environment and accessible facilities..... 19

Goal 4: Provide an inclusive virtual university environment ................................ 22

Goal 5: Promote inclusive practices to the university community....................... 26

Goal 6: Communication and promotion of the Disability Action Plan ................. 30

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1.0 UTS Disability Action Plan 2010–2014 Introduction This 2010–2014 plan is UTS’s third Disability Action Plan (DAP). It builds on the substantial commitment already made by UTS (since the first plan in 1997) to providing equitable work and study opportunities for people with disabilities. The earlier plans created a solid infrastructure, in terms of services, policies and general awareness that is necessary to enable people with disabilities to have equal access to and full participation in University life. This third Plan is more of a challenge. Many of the important, but more obvious, steps have been taken and the challenge now is to integrate good practice further into mainstream policies and practices. Responsibility for the success and retention of students with disabilities needs to move beyond specialist support services and be more firmly integrated into learning and teaching structures and practices. Good practices that are currently reliant on individuals need to be properly built into structures and systems and generalised across the organisation to ensure greater consistency in the levels of service provided. New strategies are needed for those objectives that have proved harder to achieve, such as increasing the employment of staff with disabilities, or for areas that have gained in importance, such as the virtual environment. Actions are needed to support the development of awareness and capacity among all staff in these areas and help foster networks, internally and externally, to increase and share knowledge and resources. Development of the Plan UTS employed an external consultant to assist with the development of this latest Plan and provide a more independent appraisal of the organisation’s performance to date. Given the high levels of expertise and experience within the organisation, key stakeholders across the organisation were actively engaged in the development process. The aim was to build on the considerable achievements of the previous plans, identify the specific next steps for the organisation and tailor the new Plan accordingly. The emphasis was on practical actions that would make a difference and which were linked, where possible, to strategic priorities and mainstream initiatives within the organisation. Accountability for outcomes under the Plan will be located and included with the relevant senior executive members and responsibility for implementation in the operational plans of the relevant areas. The review of the achievements of the 2003–2007 DAP and the development of the 2010–2014 DAP drew on material from a number of sources. These included internal audits, reports, surveys and policies internal to UTS and from the Higher Education Sector. This material was supplemented by extensive consultations with key stakeholders, through individual interviews and guided focus groups covering critical issues for the organisation. In total over 60 staff and students were consulted. The full Consultant’s report on the outcomes of the Review of the 2003–2007 Plan and the development of the 2010–2014 Plan is available from the Equity and Diversity Unit (E&DU). The draft Plan was discussed with the responsible areas: the Disability Action Plan Committee (DAPC), UTS Senior Executive and the UTS Council’s Equity Reference Group. The Vice-Chancellor and President approved the final plan in 12th February 2010

Compliance requirements

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The UTS DAP 2010–2014 has been developed in compliance with the Commonwealth Disability Discrimination Act 1992 (DDA); the associated Disability Standards for Education 2005 and the NSW Anti-Discrimination Act 1977. The Australian Vice-Chancellors’ Committee (AVCC) Guidelines relating to Students with Disabilities (May 2006) and the Guidelines on Information Access for Students with Print Disabilities (November 2004) have also been taken into account in the preparation of the Plan. The Plan is guided by the two key principles endorsed by the AVCC:

1. That Universities will uphold academic standards such that students graduate with the requisite skills and knowledge associated with the degree conferred.

2. That Universities provide students with disabilities with the opportunity to realise their academic and social potential and to participate fully in university life.

Goals The current Plan contains 6 major goals related to the priorities of the UTS Strategic Plan. UTS Strategic Objective

• DAP Goal

Objective i) UTS Model of Global Practice-Oriented Learning

• • Goal 1 Provide equitable learning outcomes

UTS Objective iii) Enhance our strong Inclusive University Environment

• Goal 3 Provide an inclusive physical environment /accessible facilities Goal 4: Provide an inclusive virtual environment Goal 5: Promote inclusive practices Goal 6: Communication & promotion of the DAP

UTS Objective iv) Build the capabilities of our people and processes

Goal 2 Provide equitable employment opportunities

Implementation, monitoring and governance This 2010–2014 Plan will be widely disseminated across the university and made available externally. All relevant UTS Committees will be made aware of the Plan and the key priorities relevant to their areas. Accountability for the outcomes under the Goals resides with the nominated Deputy Vice-Chancellor and responsibility for the coordination of specific strategies is allocated to the heads of nominated areas (Units, Faculties, Divisions). It is intended that the responsibilities identified in the DAP inform the operational plans of the respective areas. Contributing areas are also identified. The DAPC has responsibility for overseeing the implementation of the 2010–2014 Plan. In line with the recommendations in the Plan the DAPC will update its terms of reference and its working party structure to reflect the new priorities. The DAPC will continue to play a key role in coordinating initiatives across the university, and seek to ensure that relevant strategies from the Plan are aligned with and inform relevant UTS strategic and operational plans.

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In its monitoring role the DAPC will maintain contact with the key areas responsible for delivery on agreed outcomes through their representation on the DAPC, and investigate the option of developing a self-review process for key areas of delivery. All areas will be required to report formally to the DAPC on outcomes through a biennial review process.

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2.0 UTS Disability Action Plan 2003–2007 Review Summary Achievements During the course of implementing the 2003–2007 DAP, UTS continued to make substantial progress in developing a more coordinated and streamlined approach to improving the study and work opportunities for students and staff with disabilities,. Significant improvements in service delivery resulted from effective partnerships between service providers and from the further development of the Academic Liaison Officer (ALO) network within faculties. The accessibility of the physical environment improved notably with the integration of detailed accessibility requirements into mainstream planning and building policies and the positive adoption by staff of these responsibilities. One of the most striking achievements is the commitment by a wide range of staff to thinking consciously and creatively about how to build a more inclusive environment for staff and students with disabilities. Other significant achievements include:

• The overall increase in access and participation rates for undergraduate students with disabilities (assisted by the expansion of outreach activities and admissions programs).

• The continued development of the ALO Network critical to the academic success of students with disabilities within faculties. The efforts of the ALO Network were recognised by a Carrick Institute Award for sustained contribution to the success of students with disabilities.

• An enterprising approach to the timely delivery of course material in alternative formats by outsourcing course material conversion internationally.

• The effective use of technology to streamline and increase the effectiveness of note-taking services.

• The partnership with the Commonwealth Rehabilitation Service that reopened the door to employment for 28 people returning to work from temporary or longer term disability or illness.

• The development and implementation of UTS Web Access Standards and a rolling program to update all UTS websites.

• A growing culture of engagement of staff and students with disabilities in the development of UTS’s disability initiatives.

• The development and delivery of an innovative training program on inclusive practices to academic staff.

• The creative use of monies raised from unauthorised disability parking to fund innovative, practical projects to benefit students with disabilities.

Areas for development The review of the 2003–2007 Plan also identified areas for improvement and further development within the new Plan. In the 2010–2014 Plan, UTS will be seeking to locate responsibilities for the educational outcomes for students with disabilities further into mainstream priorities, policies and practices within the organisation. A full copy of the Review of the UTS Disability Action Plan 2003–2007 is available on request from the Equity and Diversity Unit.

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3.0 UTS Disability Action Plan 2010–2014 GOAL 1: Provide equitable learning opportunities Accountability Deputy Vice-Chancellor and Vice-President (Teaching, Learning and Equity) Senior Deputy Vice-Chancellor and Senior Vice-President Success indicators

• UTS’s performance in access and participation rates of students with disabilities

improves and moves closer to state and national benchmarks. • Success and retention rates for students with disabilities match, or exceed, state and

national benchmarks. • Improved satisfaction of students with disabilities across four key performance

targets within the 2008 UTS Survey of students with disabilities, which include: o UTS Online improves teaching, learning and assessment of students with

disabilities o Information about work-based learning requirements is clear o Special Conditions in exams are appropriate and well organised o Improved satisfaction with ALO services

Key outcomes

1. Students with disabilities receive more consistent services within and across faculties.

2. Staff have increased capacity and confidence in addressing the learning needs of

students with disabilities within their teaching practices.

3. Responsibility for the development of inclusive practices lies within mainstream teaching and learning strategies and structures.

4. Students are trained and supported in the use of assistive technologies.

5. Access and participation rates for students with disabilities improve.

!6. Existing good practice in the delivery of services to students with disabilities is built

into mainstream policies and practices, and systems for continuous improvement are developed.

NB: Timeframes are suggestions only and are dependent on the responsible unit’s annual planning process, particularly for those key strategies that have resourcing implications.

GOAL 1 DAP 2010 – 2014

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Outcomes and accountabilities

Key strategies

Responsibilities

Timeframe

1. Students with disabilities receive more consistent services within and across faculties.

DVC and VP (T, L&E) / Senior DVC and Senior VP

1.1 Establish a more comprehensive and consistent Academic

Liaison Officer Service, informed by good practice, within and across faculties.

1.2 Improve the coordination and increase the flexibility of assessment procedures for students with disabilities.

1.3 Develop university-wide guidelines and procedures to improve the production of accessible course materials and their quality and timeliness (including in alternative formats).

1.4 Work toward the full participation of students with disabilities in fieldwork, work placements and practical learning environments.

1.5 Strengthen support systems for students with disabilities within faculties and increase opportunities for consultation.

Coordinating: SSU Assisting: ALO Network / E&DU Coordinating: SSU Assisting: SAU / faculties Coordinating: Library Assisting: SSU / IML / ITD / UTS Online / ADs (T&L) / CMS Working Group / faculties Coordinating: SSU Assisting: ADs (T&L) / E&DU / ALO Network / EH&S / International / PQU Coordinating: ADs (T&L) Assisting: ALO Network

2010-12 2010 2010-2011 2010-2012 2011 ongoing

2. Staff have increased capacity and confidence in addressing the learning needs of students with disabilities within their teaching practices. DVC and VP (T, L&E) / Deans

2.1 Provide information and advice in a timely manner to academic

staff on the learning needs of students with disabilities. 2.2 Improve the integration of guidance on inclusive practices within

UTS’s mainstream training and development initiatives.

Coordinating: IML Assisting: ADs (T&L) / SSU / ALO Network / E&DU Coordinating: E&DU Assisting: IML /SSU

2010 and Ongoing 2011-2014

GOAL 1 DAP 2010 – 2014

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Key strategies

Responsibilities

Timeframe

3. Responsibility for the development of inclusive practices lies within mainstream teaching and learning strategies and structures. DVC and VP (T, L&E) / Deans

3.1 Locate accountability for the learning and teaching needs of

students with disabilities in the Teaching and Learning structures within faculties and the University.

3.2 Encourage the development of inclusive teaching practices

within teaching and learning initiatives and showcase achievements.

3.3 Explore opportunities for the development of inclusive practices

as part of the graduate attributes for key professions.

Coordinating: ADs (T&L) Assisting: E&DU / SSU / Academic Administrative Committee of Academic Board Coordinating: IML Assisting: ADs (T&L) / E&DU Coordinating: ADs (T&L) Assisting: Nominated School or faculty / E&DU / IML

2010-12 2011-12 2011-12

4. Students are trained and supported in the use of assistive technologies. DVC and VP (T, L&E)

4.1 Explore opportunities for partnerships with other Sydney-based

universities to develop an effective training program and support for students and nominated staff in the use of assistive technologies.

4.2 Establish an Assistive Technologies User Group for students to

provide opportunities for peer learning and user feedback on the use of assistive technologies.

Coordinating: SSU Assisting: E&DU / Library Coordinating: SSU Assisting: E&DU / Web Team /

2010-2011 2011

5. Access and participation rates for students with disabilities improve. DVC and VP (T, L&E)

5.1 Improve the accuracy of the UTS official data on students with

disabilities to facilitate better planning and delivery of services.

Coordinating: E&DU Assisting: SSU / SAU / Students’ Association

2010 and Ongoing

GOAL 1 DAP 2010 – 2014

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Key strategies

Responsibilities

Timeframe

5.2 Develop further targeted outreach initiatives to increase

enrolments for students with disabilities.

5.3 Continue improvements to the recruitment, enrolment and admission of students with disabilities and monitor the impact on performance.

Coordinating: E&DU Assisting: SSU / MCU Coordinating: E&DU Assisting: SSU / SAU / MCU

2010 Ongoing

6. Existing good practice in the delivery of services to students with disabilities is built into mainstream policies and practices, and systems for continuous improvement are developed. DVC & VP (Corporate Services)

6.1 Ensure all new online student administration systems are guided

by the principles of inclusive design and informed by early consultation with disability stakeholders.

6.2 Ensure good practices and effective procedures for the delivery

of services to students with disabilities are codified by service providers to ensure the sustainability of current good practice (e.g. in checklists, procedural manuals as appropriate).

6.3 Identify ways to improve the representation and engagement of

students with disabilities within postgraduate research and coursework.

Coordinating: SAU Assisting: SSU / E&DU Coordinating: Relevant units Coordinating: UGS Assisting: E&DU

Ongoing Ongoing 2011

11!

GOAL 2: Provide equitable employment opportunities Accountability Deputy Vice-Chancellor and Vice-President (Teaching, Learning and Equity) Deputy Vice-Chancellor and Vice-President (Corporate Services) Success indicators

• Representation of staff with disabilities reaches 10 per cent (the NSW Employment

Equity and Diversity Public Employment Office (OEED) target is 12 per cent) and staff with disabilities requiring workplace adjustment reaches 5 per cent (NSW OEED target is 7 per cent)1.

• The distribution of general staff with disabilities across levels reflects more closely the distribution of all staff (new target distribution index of 98)2; and the distribution of staff with disabilities requiring workplace adjustment continues to reflect the distribution of the workforce as a whole (target distribution index of 100).

• Improvements in the satisfaction of staff with disabilities requiring workplace adjustment in key identified areas as measured by UTS Staff Survey which include:

o workload and workplace stress o access to the right equipment and resources to do the job well o job satisfaction and organisational commitment

• Continuation of effective partnerships with external employment agencies resulting in a minimum of eight placements (permanent or temporary) per annum over the life of the Plan.

Key outcomes

1. The development of a phased Diversity Employment Strategy to improve the recruitment, career development and retention of under-represented equity groups (targeting people with disabilities and Indigenous people).

2. Improved understanding of the employment profile of staff with disabilities through more accurate statistics and research.

3. Improved systems for identifying potential candidates with disabilities suitable for employment at UTS.

4. Improved systems for the early identification of vacancies and for matching vacancies with candidates with disabilities.

5. Increased confidence and competence of staff in the recruitment and support of staff with disabilities, and the provision of reasonable adjustments.

6. Improved engagement and retention of staff with disabilities. 7. Increased access for UTS students with disabilities to employment in a wide range of

careers at UTS and externally. NB: Timeframes are suggestions only and are dependent on the responsible unit’s annual planning process, particularly for those key strategies that have resourcing implications.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1 Consider a review of the Plan in midterm to determine whether the target can be increased to 7 per cent. 2 2006/7 index: 95, as measured by the NSW Employment Equity and Diversity Public Employment Office (OEED) distribution index. A Distribution Index of 100 indicates that the centre of the distribution of staff with disabilities across salary levels is equivalent to that of other staff. Values less than 100 mean that staff with disabilities tend to be more concentrated at lower salary levels than other staff. The more pronounced this tendency is, the lower the index will be.

GOAL 2 DAP 2010 – 2014

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Key strategies

Responsibilities

Timeframe

1. The development of a phased Diversity Employment Strategy to improve the recruitment, career development and retention of under-represented equity groups (targeting people with disabilities and Indigenous people).

DVC & VP (T, L&E) / DVC & VP (Corporate Services)

1.1 Explore opportunities for collaboration in the development of a Diversity Employment Strategy, between, Wingara Indigenous Employment and Career Development Strategy and the Women@UTS Program, faculties, E&DU and HRU representatives. 1.1.1 Investigate successful diversity employment strategies

within the sector and in comparable organisations (e.g. UWA).

1.1.2 Identify opportunities for integrating ‘diversity employment’ initiatives into UTS’s workforce planning strategy.

1.1.3 Explore the synergies between the Indigenous and disability employment strategies and the opportunities for collaboration (e.g. the need to coordinate mechanisms for the early identification of vacancies and matching of applicants to opportunities)

1.1.4 Investigate with faculty and unit managers the opportunities and constraints within the current workforce planning initiatives of targeting employment for under-represented equity groups and the implications for future strategies.

1.2 In 2011, initiate a Diversity Employment Forum to review progress on the employment initiatives under the DAP and Wingara and explore the viability of a more integrated diversity employment strategy.

Coordinating: E&DU Assisting: HRU / faculties Coordinating: E&DU Assisting: HRU / faculties Coordinating: E&DU Assisting: HRU / SSU

2010 and Ongoing 2011

2. Improved understanding of the employment profile of staff with disabilities through more accurate statistics and research.


2.1 Develop a campaign to encourage staff with disabilities to identify themselves in official data collection systems.

2.2 Develop a detailed profile on staff with disabilities from existing intelligence and data to identify areas for possible action (e.g. further analysis of responses in the Staff Survey (2007 & 2009), OEED data, Disability Employment@UTS (2007)).

Coordinating: E&DU Assisting: HRU / Staff Unions Coordinating: E&DU Assisting: HRU

2010 2010

GOAL 2 DAP 2010 – 2014

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Key strategies

Responsibilities

Timeframe

3. Improved systems for identifying potential candidates with disabilities suitable for employment at UTS.


3.1 Investigate partnerships with targeted Disability Employment Agencies, Job Network providers, mainstream recruitment agencies and TAFE to identify skills sets and capabilities sought by UTS and to locate potential candidates eligible for recruitment to UTS. 3.1.1 Continue to develop work experience opportunities for

people with disabilities 3.1.2 Explore the possibility of establishing traineeship

schemes 3.1.3 Identify specific areas for targeting graduates/qualified

candidates for ‘niche’ areas

3.2 Ensure any online candidate database is fully accessible and is promoted to students and graduates with disabilities. Consider the development of a database of UTS students and graduates with disabilities interested in casual/contract work at UTS, for promotion to managers.

3.3 Explore the feasibility of establishing simultaneous advertising

of positions with Disability Employment Agencies for all advertised positions.

3.4 Ensure all UTS recruitment information, online and hardcopy,

contains an information section welcoming applications from people with disabilities and outlining the services available.

3.5 Enrol UTS as an active participant in the Australian Employers Network on Disability (AEND) to increase organisational expertise and develop potential referral networks.

Coordinating: E&DU Assisting: SSU Coordinating: E&DU Assisting: HRU / SSU Coordinating: SSU Coordinating: E&DU Assisting: SSU Coordinating: HRU Assisting: E&DU Coordinating: E&DU Assisting: HRU / MCU

2011 2011 2010 2010 2010

4. Improved systems for the early identification of vacancies and for

4.1 Identify with HRU, faculty managers and heads of units, short term contracts (less than 12 months) or casual positions in areas

Coordinating: E&DU

2011

GOAL 2 DAP 2010 – 2014

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Key strategies

Responsibilities

Timeframe

matching vacancies with candidates with disabilities.


with longer term employment prospects for the recruitment of people with disabilities.

4.2 Consider the adoption of targets for the allocation of short-term vacancies (<12months) for agreed equity groups at the mid-term review of DAP.

4.3 Explore the opportunity for a ‘Graduate Development Program’

within UTS for students in their last year of study or upon graduation (see 7.1 below).

Coordinating: E&DU Assisting: HRU Coordinating: E&DU Assisting: SSU

2012 2011

5. Increased confidence and competence of staff in the recruitment and support of staff with disabilities, and the provision of reasonable adjustments.

DVC & VP (Corporate Services) / DVC & VP (T, L&E)

5.1 Develop a ‘one stop shop’ referral page (linked to the UTS main website) for managers and staff seeking assistance that matches the advice required with the types of assistance available from the appropriate areas (HRU, E&DU, EHS, Counselling, and the Student Services Unit (SSU)).

5.2 Seek to retain staff with disabilities in the workforce. These actions fold out when you click on 5.2 above: 5.2.1 Continue to provide information and appropriate workplace

adjustments, including job redesign/redeployment and retraining, where appropriate.

5.2.2 Develop an agreed case management approach between HRU and E&DU towards the handling of workplace adjustments for staff with disabilities to ensure consistency in advice/treatment.

5.2.3 Develop guidelines to assist managers in providing reasonable adjustments to staff with disabilities.

5.3 Develop targeted ‘diversity’ components in key management

programs. 5.3.1 Improve recruitment and selection information and training

packages on ‘recruiting for diversity’ (including disability employment issues and provision of reasonable adjustment);

Coordinating: HRU Assisting: E&DU Coordinating: HRU Assisting: E&DU Coordinating: E&DU Assisting: HRU

2011 2010 2010 Ongoing

GOAL 2 DAP 2010 – 2014

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Key strategies

Responsibilities

Timeframe

5.3.2 up-skill managers in coaching and development of all staff;

5.3.3 Manage diversity as part of Leading@UTS.

5.4 Review the information and support provided to recruiting managers to ensure that it takes into account the employment of people with disabilities.

5.5 Ensure selection panels are fully aware of their legislative

responsibilities regarding discrimination and workplace adjustment, and the support available to both managers and applicants.

5.6 Consider inviting Australian Employers Network on Disability

(AEND) to provide workshops within mainstream management training on recruitment and retention of staff with disabilities including flexible job design and reasonable adjustments.

5.7 Review the effectiveness of the Mental Health training initiatives

and identify best practice to assist supervisors and staff to manage mental illness in the workplace.

Coordinating: E&DU Assisting: HRU Coordinating: HRU Assisting: E&DU Coordinating: E&DU Assisting: HRU Coordinating: HRU Assisting: E&DU

2010 Ongoing 2010 2010

6. Improved engagement and retention of staff with disabilities.


6.1 Explore the development of a ‘virtual community’ for staff with disabilities to disseminate information (e.g. on outcomes from DAPC etc), promote discussion and gather feedback on UTS’s initiatives.

6.2 Seek staff views on UTS employment policies and conditions

through a consultation program across the life of the Plan. Methods to include open discussion and surveys through the proposed ‘virtual community’ website, and direct focus groups and consultations (as appropriate to topics and numbers of staff

Coordinating: E&DU Assisting: HRU Coordinating: E&DU

2012 2011 ongoing

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!3 Formerly known as Vice Chancellor’s Modification Fund.

GOAL 2 DAP 2010 – 2014

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Key strategies

Responsibilities

Timeframe

involved). 6.3 Continue representation of staff with disabilities on the DAPC

and its associated working parties.

6.4 Provide targeted disability advice and support for staff with disabilities recruited under the Indigenous Employment Strategy.

6.5 Investigate the feasibility of a voluntary mentoring system for

supporting new staff with disabilities and a backup advice system for managers.

6.6 Pilot career development information sessions targeted for

equity groups (e.g. updating your CV / preparing for interviews / managing disclosure / exploring career development opportunities).

6.7 Promote the availability of the Workplace Disability Fund3 to

provide workplace adjustments. 6.8 Improve the visibility of people with disabilities by aligning UTS

staff events with key events in the disability calendar and integrating disability issues into other initiatives (e.g. disability speakers at Women@UTS network, HR Awards or Indigenous events).

Coordinating: E&DU Coordinating: E&DU Coordinating: E&DU Assisting: HRU Coordinating: E&DU Assisting: HRU Coordinating: E&DU Assisting: HRU / Deans / faculty/unit Managers Coordinating: E&DU Assisting: HRU / MCU

2010 ongoing 2010 ongoing 2011 2010 2010 ongoing

7. Increased access for UTS students with disabilities to employment in a wide range of careers at UTS and externally.

DVC & VP (T, L&E)

7.1 Investigate opportunities for a pilot ‘Graduate Development Program’ that provides opportunities for graduates or final year UTS students with disabilities to experience employment at UTS (in both academic and support roles).

(Options include: a more formal traineeship program; holiday work experience ‘taster’ opportunities; VC’s Fellowship;

Coordinating: SSU (Careers) Assisting: E&DU

2010

GOAL 2 DAP 2010 – 2014

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Key strategies

Responsibilities

Timeframe

disability places on a mainstream graduate administrative recruitment program, parallel to the public service programs4).

7.2 Actively develop and promote the online careers and job search resources for students with disabilities on the UTS Careers Service website, building on the achievements of the Equity@Work website.

7.3 Discuss with employers any information and advice that may support or encourage them to recruit UTS graduates with disabilities or consider placements for students with disabilities (use current industry contacts and work in collaboration with SSU/E&DU on the development of advice).

7.4 Continue to encourage participation by UTS students with

disabilities in external mentoring programs (e.g. WAM; Stepping into Law; Stepping into Accounting and Stepping into Banking) and support the expansion of these programs into other areas.

7.5 Remind employers/providers within volunteers and careers fairs

of UTS’s commitment to the inclusion of students with disabilities and invite them to undertake positive action initiatives. Encourage active participation by students with disabilities.

7.6 Promote the availability of a specialist careers staff member for

students with disabilities and attach to the position lead responsibility for the development of careers services for students with disabilities.

7.7 Monitor graduate outcomes for students with disabilities and use this information to inform the development of mentoring or work experience opportunities for students with disabilities.

Coordinating: SSU (Careers) Coordinating: SSU (Careers) Assisting: E&DU Coordinating: SSU Coordinating: SSU (Careers) Coordinating: SSU (Careers) Coordinating: SSU (Careers)

2010 2010 ongoing Ongoing 2010 and Ongoing 2010 and Ongoing 2010

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!4 See DEEWR Graduate Recruitment Program with targeted advertising to people with disabilities. See www.graduates.deewr.gov.au

GOAL 2 DAP 2010 – 2014

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Key strategies

Responsibilities

Timeframe

19!

GOAL 3: Provide an inclusive physical environment and accessible facilities

Accountability Deputy Vice-Chancellor and Vice-President (Resources) Success indicators

• Improved satisfaction of staff with disabilities in key identified areas in regard to

accessibility of the built environment5. • Inclusive design informs the 2020 Campus Development Strategy. • Stage 2 Access Audit is undertaken and identified issues are addressed within the

life of the DAP. • Identifiable improvements in campus navigation for people with disabilities.

Key outcomes

1. The UTS of the future provides a model of inclusive and sustainable design. 2. The development of a ‘connected campus’ strategy provides accessible inter- and

intra-campus travel for people with restricted mobility.

3. The DAP 2010–2014 commitments and disability expertise inform UTS’s strategic planning and development processes.

4. All new or renovated facilities or services are accessible to people with disabilities and are fully compliant with UTS policy commitments and obligations under the Disability Discrimination Act, building codes and relevant standards.

5. All staff and contractors are fully informed of their responsibilities regarding the provision of a safe and inclusive physical environment for people with disabilities.


!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!5 As measured by UTS Staff Survey in response to questions on satisfaction with the physical working environment and facilities. Currently, the working environment is more poorly rated by staff with disabilities, especially those requiring adjustment at work.

GOAL 3 DAP 2010 – 2014

20!


Key strategies

Responsibilities

Timeframe

1. The UTS of the future

provides a model of inclusive and sustainable design.

DVC and VP (Resources)

1.1 Ensure that the Campus Development Strategy is informed by

leading-edge thinking on inclusive and sustainable design. 1.2 Provide ongoing opportunities for consultation with disability

stakeholders on the design and development of the UTS campus.

Coordinating: FMU Coordinating: FMU Assisting: E&DU / SSU

2010 ongoing 2010 ongoing

2. The development of a

‘connected campus’ strategy that provides accessible inter- and intra-campus travel for people with restricted mobility.


2.1 Improve campus navigation systems and travel routes for

people with disabilities.

2.2 Develop a communications strategy to keep disability stakeholders informed of changes to access as a result of building works.

Coordinating: FMU Assisting: E&DU / SSU Coordinating: FMU Assisting: E&DU / SSU / HRU / EHS

2010 ongoing 2010 ongoing

3. The DAP 2010–2014 commitments and disability expertise inform UTS’s strategic planning and development processes.


3.1 Increase awareness of disability issues at a strategic planning

level through improved communication between Accessible Environment Advisory Group (AEAG) and Physical Infrastructure Committee (PIC).

3.2 Formalise AEAG’s role and representation in UTS planning and infrastructure fora.

3.3 Ensure that UTS’s planning processes are regularly informed by

consultation with people with disabilities.

Coordinating: FMU Assisting: E&DU Coordinating: AEAG Assisting: E&DU Coordinating: FMU Assisting: E&DU / SSU

2010 ongoing 2010 2010 ongoing

4. All new or renovated facilities

or services are accessible to people with disabilities and are fully compliant with UTS policy commitments and

4.1 Undertake regular (5 yearly) access audits and annually identify

major new developments and priorities for ongoing access improvements for incorporation into Facilities Management Unit’s (FMU) Major Maintenance and Code Compliance Plan.

Coordinating: FMU Assisting: AEAG

2011

GOAL 3 DAP 2010 – 2014

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Key strategies

Responsibilities

Timeframe

obligations under the DDA, building codes and relevant standards.


4.2 Ensure that UTS’s Accessible Environment Policy (AEP) and UTS Design Guidelines and associated contract documentation are extended to incorporate all forms of partnership with external providers.

4.3 Ensure that the access planning policies and guidelines are

regularly updated and that monitoring mechanisms are in place to ensure they are implemented.

Coordinating: FMU Assisting: UTS Commercial Coordinating: FMU Assisting: AEAG

2010 2010 ongoing

5. All staff and contractors are

fully informed of their responsibilities regarding the provision of a safe and inclusive physical environment for people with disabilities. DVC and VP (Resources)

5.1 Establish regular training programs for Facilities Management

staff and continue to build in-house expertise regarding the provision of a safe and inclusive environment.

5.2 Investigate strategies to improve the provision of information to

internal staff and contractors on their statutory and UTS policy responsibilities under the DDA.

Coordinating: FMU Coordinating: FMU

2010 ongoing 2010

22!

GOAL 4: Provide an inclusive virtual environment Accountability Deputy Vice-Chancellor and Vice-President (Corporate Services) Deputy Vice-Chancellor and Vice-President (Teaching, Learning and Equity) Success indicators

• Improved satisfaction of students with disabilities in key identified areas in regard to

the accessibility of the virtual environment.6 • Development and implementation of an access strategy for the UTS virtual

environment. • Improved mechanisms for identifying new IT developments that assist people with

disabilities and for sharing expertise within UTS. • UTS web standards keep pace with internationally agreed best practice standards. • Increased disability ‘user consultation’ with regard to online developments.

Key outcomes

1. A strategic and coordinated approach to the further development of an accessible online environment at UTS is implemented.

2. New online systems and mobile interfaces are designed and developed with the aim

of maximising access to all potential users. 3. People with disabilities are fully informed about access within the UTS online

environment and able to provide feedback. 4. Staff have access to training and support in the development of accessible online

environments and in the use of assistive technologies.

5. Enhance services for students with disabilities through the use of the latest technology in online resources.

6. Provide leadership in encouraging Australian universities to use their leverage to

improve access to, and the affordability of, information and communication technologies (ICT) for people with disabilities.


!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!6 Measured by the proposed biennial survey of student with disabilities (Goal 5,1.1).

GOAL 4 DAP 2010 – 2014

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Key strategies

Responsibilities

Timeframe

1. A strategic and coordinated approach to the further development of an accessible online environment at UTS is implemented.

DVC & VP (Corporate Services) / DVC & VP (T, L&E)

1.1 Undertake a comprehensive accessibility audit of the UTS

online environment to benchmark against good practice within the sector and against international accessibility standards.

1.2 Establish a Virtual Environments Access Network to improve

knowledge sharing and problem solving on disability access across ICT functions in UTS

1.3 Develop E-nabled – a UTS access plan for the virtual environment.

Coordinating: E&DU Assisting: ITD / IML / Web Team / Web Management Committee Coordinating: ITD Assisting: IML Coordinating: ITD Assisting: IML / Web Team / Virtual Environments Access Network

2010 2010 2011

2. New online systems and mobile interfaces are designed and developed with the aim of maximising access to all potential users.

DVC & VP (Corporate Services) / DVC & VP/ DVC & VP (T, L&E)

2.1 Produce and promote further guidance for staff on the

development of accessible online environments*, the current UTS standards and information on sources of advice, support and training (*e.g. websites, UTS Online, public facing administrative systems).

2.2 Actively promote and enforce the UTS Web policy obligation

(5.2.3.5) that all UTS websites must be designed in line with the Web Content Accessibility Guidelines established and maintained by the Institute for Interactive Media and Learning (IML).

2.3 Keep UTS’s current web access standards under review to

ensure they reflect good practice within the sector and match international accessibility standards.

2.4 Establish procedures to ensure that all new online proprietary

systems are assessed for their accessibility prior to purchase.

Coordinating: IML Assisting: Web Team Coordinating: Web Management Committee Assisting: IML / Web team Coordinating: Web Management Committee Assisting: IML / Web team Coordinating: ITD

Ongoing Ongoing Ongoing 2010

GOAL 4 DAP 2010 – 2014

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Key strategies

Responsibilities

Timeframe

2.5 Build into all project plans steps to ensure that disability

expertise is used to inform the design and development of all online systems.

Coordinating: ITD

2010

3. People with disabilities are

fully informed about access to the UTS online environment and are able to provide feedback.

DVC & VP (Corporate Services)

3.1 Develop a central information resource on access in the UTS

online environment. Co-locate with proposed physical environment access information website. For an example, see Griffith University’s website: www.griffith.edu.au/ins/disability

Coordinating: ITD Assisting: FMU

2011

4. Staff have access to training

and support in the development of accessible online environments and in the use of assistive technologies.

DVC & VP (T, L&E)

4.1 Use the outcomes from the accessibility audit of the UTS online

environment to inform the development of training and awareness workshops targeted to staff requirements.

(See Goal 1 Strategy 4 for strategies to improve access to training in assistive technologies for students and to develop an Assistive Technologies User Group for students)

Coordinating: IML Assisting: Web Team / E&DU

2010–11

5. Enhance services for students

with disabilities through the use of the latest technology in online resources. DVC & VP (Corporate Services) / DVC & VP (T, L&E)

5.1 Identify opportunities for further development of online

resources and the use of mobile interfaces to streamline service delivery to students with disabilities. For example, the further extension of the Note taker Service Provider Matching Database; and the use of Podcasting and SMS and other technologies to communicate with and receive feedback from students.

5.2 Review regularly and update as required the equipment in all Disability Resource Rooms to ensure that they meet UTS

Coordinating: IML Assisting: ITD / E&DU / SSU Coordinating: ITD Assisting: SSU / Library

Ongoing Ongoing

GOAL 4 DAP 2010 – 2014

25!


Key strategies

Responsibilities

Timeframe

current computing standards and function effectively.

6. Provide leadership in encouraging Australian universities to use their leverage to improve access to, and the affordability of, information and communication technologies (ICT) for people with disabilities.

DVC & VP (Corporate Services)

6.1 Investigate opportunities for CAUDIT (Council of Universities

Directors of IT) to use their collective purchasing power to: 6.1.1 negotiate with the major application providers of key

assistive technologies to: • provide cheaper rates, or increased numbers per

licence, for bulk purchases by the university sector • collaborate in developing systems to enable

universities to provide assistive technologies through mainstream ICT delivery systems (such as Dragon Dictate, Jaws)7;

6.1.2 negotiate with any major IT providers of financial,

administrative and other systems (e.g. Oracle, etc) with inaccessible ‘closed’ systems, to ensure that future system developments improve accessibility for people with disabilities.

Coordinating: ITD Assisting: Library

Ongoing

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!7 Some Universities are already sharing information and expertise on assistive technologies and communicating with major suppliers.

26!

GOAL 5: Promote inclusive practices to the university community Accountability Deputy Vice-Chancellor and Vice-President (Teaching, Learning and Equity) Deputy Vice-Chancellor and Vice-President (Corporate Services) Success indicators

• Virtual communities for staff and students are established and utilised. • A minimum of two events per annum are held to promote the visibility of people with

disabilities internally and externally. • Effective mechanisms are established for the collection and analysis of

organisational data on disability grievances and the information informs quality improvement processes.

• Affiliated organisations associated with UTS are compliant with UTS disability policies and report on their progress to the mid-term review of the DAP.

Key outcomes

1. Students and staff with disabilities are actively consulted and their views inform UTS’s policies and practices.

2. People with disabilities are visible and valued within the UTS community and UTS is

seen externally as an ‘inclusive’ work and study environment.

3. People with disabilities have recourse to a fair, timely and accessible grievance system, which is regularly publicised.

4. UTS-affiliated organisations are reminded of their responsibilities under relevant UTS

policy and encouraged to comply fully with the principles and intent of the DAP.


GOAL 5 DAP 2010 – 2014

27!


Key strategies

Responsibilities

Timeframe

1. Students and staff with disabilities are actively consulted and their views inform UTS’s policies and practices.

DVC & VP (T, L&E)

1.1 Develop a UTS biennial survey, in collaboration with all service

areas, of identified students with disabilities to gain feedback on all aspects of their study and community experience at UTS (including accessibility of the physical and virtual environments, learning and teaching, and service delivery)". 1.1.1. Make available to students with disabilities the outcomes of

the survey and create a feedback mechanism to inform students of the actions arising from the survey.

1.2 Provide guidance to individual service providers to ensure students

and staff with disabilities are represented in any consultation and are targeted for specific consultation in matters of direct interest to them.

1.3 Establish structured consultation processes with students and staff

at the beginning of the fourth year of the DAP to review progress and identify priorities for action under the subsequent Plan.

1.4 Continue representation from students and staff with disabilities in

the DAPC and its associated working parties. o Explore with the Student Association the provision of training for

students with disabilities to encourage participation in committees and representative roles at a faculty and organisational level.

1.5 Explore opportunities for the development of a separate ‘virtual

community’ for students with disabilities to provide a forum for mutual exchange of information, ideas and support and possible input into UTS policies and practices (explore possible use of social networking websites such as Facebook for students). (See Goal 2, 6.1 for a similar provision for staff)

Coordinating: SSU Assisting: E&DU Coordinating: E&DU Assisting: SSU Coordinating: E&DU Assisting: SSU Coordinating: E&DU Assisting: Students’ Association Coordinating: E&DU Assisting: SSU / ITD

2011, 2013 2010 2013 2010 2010

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!8 To reduce the demands on students of multiple surveys and to provide a baseline for measuring overall performance.

GOAL 5 DAP 2010 – 2014

28!


Key strategies

Responsibilities

Timeframe

2. People with disabilities are visible and valued within the UTS community and UTS is seen externally as an ‘inclusive’ work and study environment.


2.1 Explore opportunities for collaboration between the Student Association’s students with disabilities representative and students with disabilities to develop a Disability Awareness Week. 2.1.1 Consider timing such a promotion prior to the launching of

a campaign to encourage self identification in UTS official statistics by students and staff with disabilities.

2.2 Encourage equal opportunity employers at careers fairs to

advertise their equity policies and practices and, where appropriate, provide a phone line for further (anonymous) information regarding the companies policies in relation to people with disabilities.

2.3 Identify good speakers with disabilities from professions, academia and the arts, and encourage all areas of the University to invite appropriately qualified people with disabilities as contributors to mainstream events.

!2.4 Continue to ensure that all UTS promotional materials feature the

diversity of the community and utilises opportunities to promote significant achievements by people with disabilities.

!2.5 Consider developing a UTS Shop Front student project to create a

‘disability dialogue’ between UTS representatives and disability organisations and advocates with interests in education and employment, on strategies for encouraging increased study and employment opportunities for people with disabilities.

!2.6 Develop guidelines for inclusive practice for events, conferences

and professional development activities and include on relevant websites and to external providers.

Coordinating: E&DU Assisting: Students’ Association / SSU Coordinating: SSU (Careers Service) Coordinating: MCU Assisting: E&DU Coordinating: MCU Assisting: E&DU Coordinating: E&DU Assisting: FASS Coordinating: Exhibition & Events Unit Assisting: E&DU / MCU

2011 2010 ongoing Ongoing Ongoing 2011 2010

3. People with disabilities have

3.1 Continue the promotion of UTS grievance services through:

• the University-wide publicity.

Coordinating: SSU/HRU Assisting: E&DU/faculties

2010 ongoing

GOAL 5 DAP 2010 – 2014

29!


Key strategies

Responsibilities

Timeframe

recourse to a fair, timely and accessible grievance system, which is regularly publicised. DVC & VP (T, L&E) / DVC & VP (Corporate Services)

• the inclusion of information on faculty notices advertising ALO services, in the Student Services Unit and in Union publications and staff information.

• clear links to the grievance procedures on relevant staff and student websites.

3.2 Establish systems for collecting and analysing data on disability

grievances from across the range of grievance services (E&DU Grievance Handling Service, HRU, Student Ombuds and any affiliated organisations, e.g. the Student Union) and using the information to improve performance.

3.3 Investigate strategies to improve the consistency in the management of complaints that cross jurisdictions (e.g. see Goal 2, Item 5.2.2).

Coordinating: E&DU Coordinating: HRU Assisting: E&DU

2011 2010

4. UTS-affiliated organisations are reminded of their responsibilities under relevant UTS policy and encouraged to comply fully with the principles and intent of the DAP.

DVC & VP (T, L&E)

4.1 Ensure affiliated bodies owned by UTS (e.g. INSEARCH, UTS

Union) are aware of and compliant with their responsibilities under the UTS DAP.

4.2 Encourage high levels of voluntary compliance by affiliated bodies which operate independently to the University, through their inclusion in promotional campaigns, training and briefing sessions and their representation on DAPC.

Coordinating: E&DU Coordinating: E&DU

2011 ongoing 2010

30!

GOAL 6: Communication and promotion of the Disability Action Plan

Accountability Deputy Vice-Chancellor and Vice-President (Teaching, Learning and Equity) Success indicators

• Evidence of DAP’s alignment with, and integration into, key organisational operational plans (e.g. in Teaching and Learning, workforce planning, Information Technology Division (ITD) and Facilities Management Unit (FMU).

• Increased awareness by staff of their responsibilities under the DAP. • The DAP is widely distributed and is available in a range of formats.

Key outcomes

1. Major stakeholders participate in the development and implementation of the DAP. 2. The Disability Action Plan Committee (DAPC) establishes mechanisms for

establishing priorities and reviewing the implementation of the DAP.

3. Opportunities are identified to align initiatives under the DAP with UTS strategic and operational plans.

4. The DAP is made available in a variety of formats and widely disseminated throughout the organisation.


GOAL 6 DAP 2010 – 2014

31!


Key strategies

Responsibilities

Timeframe

1. Major stakeholders participate in the development and implementation of the DAP.

DVC & VP (T, L&E)

1.1 Seek the views of key stakeholders (responsible areas and Senior

Executive) on the draft Plan to: 1.1.1. agree on priorities for implementation in light of resources 1.1.2. establish and agree on timeframes, success indicators and

a review date 1.1.3. build the DAP initiatives into the Operational Plans of the

respective areas. 1.2 Identify any other external resources available to support the Plan.

Coordinating: E&DU Assisting: Responsible areas Coordinating: E&DU

2010 Ongoing

2. The Disability Action Plan Committee (DAPC) establishes mechanisms for establishing priorities and reviewing the implementation of the DAP.

DVC & VP (T, L&E)

2.1 Revisit the DAPC terms of reference to:

2.1.1. review the DAPC working groups and allocate responsibility for overseeing key areas of the Plan (consider working parties on employment; teaching and learning; and clarify the relationship between DAPC and AEAG and proposed Virtual Environments Access Network);

2.1.2. review the membership to ensure representation reflects new priorities (consider extending to Marketing and Communications Unit).

2.2 Develop a biennial review process whereby responsible areas

report on progress to DAPC in an agreed format (second two years of review will provide the basis for the development of the subsequent DAP in the fifth year).

2.3 Consider whether the current CATS (Creating Accessible Teaching

and Support) self appraisal program can form part of a biennial review by sections to self-monitor performance regarding good operational practices in regard to students with disabilities.

Coordinating: E&DU Coordinating: E&DU Assisting: DAPC Coordinating: E&DU

2010 2010 2012, 2014 2010

GOAL 6 DAP 2010 – 2014

32!


Key strategies

Responsibilities

Timeframe

3. Opportunities are identified to align initiatives under the DAP with UTS strategic and operational plans.

DVC & VP (T, L&E)

3.1 Identify DAP strategies that link with key university plans and seek

engagement from the relevant key stakeholders and committees. Plans include: 3.1.1. UTS Strategic Plan (regarding Goal 1, 3.39 and Goal 3,

1.110) 3.1.2. Faculty Plans (regarding Goal 1,Outcome 111) 3.1.3. People and Organisational Development Plan (Goal 2) 3.1.4. Teaching and Learning strategies (Goal 1, Outcomes 212

and 313).

Coordinating: E&DU

2010 and Ongoing

4. The DAP is made available in a variety of formats and widely disseminated throughout the organisation.

DVC & VP (T, L&E)

4.1 Provide the DAP in a variety of formats appropriate to different

audiences including: 4.1.1. summary versions on websites, which are advertised

through staff and student notices, and in induction and training programs

4.1.2. more detailed versions for areas responsible for implementation

4.1.3. alternative formats for people with disabilities.

4.2 Publicise the DAP and progress achieved through UTS publications, including: 4.2.1. SSU communications to students

Coordinating: E&DU Assisting: Web Team / MCU Coordinating: E&DU Assisting: SSU / GSU / MCU

2010 "#$#!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!9 Explore opportunities for the development of inclusive practices as a part of the graduate attributes for key professions 10 Ensure that the UTS 2020 Campus Development Strategy is informed by leading-edge thinking on inclusive and sustainable design 11 Students with disabilities receive more consistent services within and across faculties 12 Staff have increased capacity and confidence in addressing the learning needs of students with disabilities within their teaching practices 13 Responsibility for the development of inclusive practices lies within mainstream teaching and learning strategies and structures

GOAL 6 DAP 2010 – 2014

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Key strategies

Responsibilities

Timeframe

4.2.2. UTS Student Association information channels 4.2.3. Proposed ‘virtual communities’ for staff and students with

disabilities 4.2.4. UTS Annual Reports to parliament 4.2.5. UTS external publications as appropriate.

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