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Quality Learning

University Strategic Plan:

To create and maintain superb learning environments for undergraduate and postgraduate students.

Disability Related Issues:

Academic

Accessibility of Information

  • Students with print disabilities can experience significant delays in obtaining materials in an alternative format.
  • Challenges in providing appropriate, timely support for honours and research students which preserves the academic integrity of research study in the University.

Reasonable accommodations

  • Greater clarity required across the University in the reasonable accommodations that can be implemented.
  • Difficulties in providing accommodations for some students with high support needs in practicum activities.
  • OH&S issues related to some courses and types of disabilities.

Communication and administrative processes

  • Tension between requiring disclosure by students with disabilities in order to receive accommodations and the students' privacy.
  • Lack of detail in student handbook subject descriptions can result in students with disabilities experiencing difficulties in making appropriate subject choices or negotiating reasonable accommodations in advance.
  • Necessity of making student handbook entries clearer in indicating what each subject will require in terms of core activity.

Inclusive teaching practices

  • Students with disabilities report variability in the use of inclusive teaching strategies by academic staff.

Staff awareness and training

  • Students with disabilities report that a minority of staff holds negative views and assumptions about their disability.
  • Difficulty of informing the academic community about implications of the DDA and the Victorian Act for provision of accommodations for enrolled students.

Student Support

Accessibility of information

  • Students who require sign language interpreters or accessible formats have their access to information compromised as a result of difficulties in sourcing appropriately qualified staff and services directly or through external agencies.

Participation in non-academic activities

  • Students with disabilities have reported that participation in non-academic activities such as student union activities, faculty-based events and social functions is compromised by limited availability of disability support.

Supporting students at remote and regional campuses

  • The services available to students with disabilities at remote and regional campuses are limited when compared with services available at the University's Parkville Campus.

Staff awareness and training

  • Non-academic staff involved in providing services and support to students with disabilities have reported a need for improved skills in interacting with students with disabilities.

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Goals and Targets

3.1 Faculty academic, administrative and extra-curricular information is readily available and accessible to people with disabilities.

  Strategy Method Measure Timeframe Responsibility
3.1.1 Course materials meet threshold standards for print quality and availability to facilitate timely conversion into an alternative format. Academic staff to comply with Undue delays in the provision of materials in an alternative format are eliminated. 2004 and continuing President Academic Board
Academic Board endorsed guidelines for the preparation of course materials. Compliance with guidelines to be reported to the Access and Equity Committee. Deans of Faculties
Faculty General Managers
3.1.2 Online course materials meet University defined web accessibility standards. Web Advisory Group to define web accessibility standards. Online course materials are accessible for students with disabilities. 2004 and continuing Deans of Faculties
Faculty General Managers
Web Advisory Group
Information Strategy Advisory Committee
3.1.3 Ensure that publications produced by Faculties are available electronically. Implementation of a Content Management System (CMS) to improve accessibility of electronic publications . CMS results in ready access to University publications in an accessible format. 2004 and continuing Deans of Faculties
Distribute and support the Guide to Inclusive Publications Publications are inclusive of people with disabilities Continuing Faculty General Managers
Heads of Departments
Department Managers
3.1.4 Handbook subject descriptions provide students with sufficient information about subject requirements (such as assessment modes, attendance requirements and practical requirements) to make appropriate subject selections. Ensure that Academic Programs Committee requirements for subject descriptions are adhered to when new subjects are added or subject details are changed. Subject descriptions updated. Continuing Deans of Faculties
A working party be established to explore issues related to appropriate student selection and course information dissemination at admission and prior to enrolment Recommendations about the most appropriate approach and timing for notifying students with disabilities about requirements of particular courses or subjects be provided to Access and Equity Committee 2004 Faculty General Managers
Heads of Departments
Department Managers
Manager Disability Liaison Unit
3.1.5 Faculties promote extra-curricular activities using electronic means. Culturally Inclusive Social Events: Guidelines for Good Practice are revised to include use of electronic means of event promotion and are utilised by faculties. Students with disabilities have access to information promoting extra-curricular events. 2004 and continuing Director, Equity, Language and Learning Programs
Faculty General Managers

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3.2 Faculty staff are informed of appropriate accommodations to implement for students with disabilities.

  Strategy Method Measure Timeframe Responsibility
3.2.1 Teaching staff encouraged to adopt inclusive teaching strategies Support the implementation of the Cultural Diversity in Teaching and Learning: A guide to self-audit for good practice Faculties report on self -audit activities in Faculty Diversity Action Plans Continuing Deans of Faculties
Faculty General Managers
3.2.2 Teaching staff provided with information regarding the management of issues relating to students with disabilities Staff handbook on disability issues developed and made available to teaching staff. Staff handbook developed and distributed to teaching staff 2004 and continuing Manager, Disability Liaison Unit
Heads of Departments
Department Managers
3.2.3 Faculty staff with a designated responsibility for the support of students with disabilities are provided with disability specific professional development opportunities. Performance Development Framework to include recommendation for attendance at disability specific professional development.

 Designated staff participate in at least one disability training program per year. 2005 and continuing Deans of Faculties
Faculty General Managers
Heads of Departments
Department Managers
Manager, Disability Liaison Unit
Manager, Staff Equity and Development
3.2.4 Faculty general staff provided with information about management of issues relating to students with disabilities Staff handbook on disability issues developed and made available to faculty general staff. Staff handbook developed and distributed to staff 2004 and continuing Manager, Disability Liaison Unit
3.2.5 The University is able to respond to students whose behaviour may be inappropriate as a result of their disability. An inappropriate behaviour management policy is developed by the University Inappropriate behaviour policy developed and communicated. 2006 Manager, Disability Liaison Unit
Director, Health,  Counselling and Disability Services
Faculty General Managers
Deans of Faculties

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3.3 Faculty processes are inclusive of, and responsive to, students with disabilities.

  Strategy Method Measure Timeframe Responsibility
3.3.1 Accommodations available for students with disabilities comply with legislative requirements. Guidelines for the provision of reasonable accommodations are developed specifically detailing the accommodations available and processes to be followed for students undertaking studies at the University which include :
  • subjects where practicum activities are an inherent academic requirement
  • subjects and courses where independent research activities are an inherent academic requirement
 A report and guidelines are prepared for consideration by Academic Board 2006 Academic Registrar and Vice Principal
Faculty General Managers
Deans of Faculties
Manager, Disability Liaison Unit
3.3.2 Students are aware of the processes to follow to obtain reasonable accommodations Faculty and Departmental publications containing subject information contain information relating to the process to be followed to obtain reasonable accommodations. Subject guides contain information about how reasonable accommodations can be requested. 2006 Manager, Disability Liaison Unit
Faculty General Managers
Deans of Faculties
Heads of Departments
Departmental Managers

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3.4 The participation of students with disabilities in practicum activities is cognisant of health and safety and teaching and learning objectives.

  Strategy Method Measure Timeframe Responsibility
3.4.1 Students are offered appropriate alternatives to conventional practicum activities where their disability precludes their participation. The University develops guidelines for the provision of accommodations for students with disabilities in practicum activities. The guidelines are to detail the process to be followed by University staff and students in accommodating the needs of students in practicum activities and the circumstances in which student participation is modified or precluded. A report and guidelines are prepared for consideration by Academic Board 2006 Faculty General Managers
Deans of Faculties
Manager, Disability Liaison Unit

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3.5 The publications of administrative services are accessible and inclusive of the needs of people with disabilities.

  Strategy Method Measure Timeframe Responsibility
3.5.1 Online material meets University defined web accessibility standards. Web Advisory Group to define web accessibility standards. Online material wherever possible is accessible for students with disabilities. 2004 and continuing Vice-Principal and Academic Registrar
3.5.2 Ensure that publications produced by the division are available electronically. Implementation of a Content Management System (CMS) to improve accessibility of electronic publications. CMS results in greater availability of publications electronically 2004 and continuing Directors and area managers
Distribute and support the Guide to Inclusive Publications Publications are inclusive of people with disabilities Continuing
3.5.3 Ensure that relevant promotional materials include information about the supports available for students with disabilities. All Departments and Units incorporate disability information during the review of publications. Relevant publications contain information on the supports and services provided by the University for people with disabilities. 2005 and continuing Directors and area managers

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3.6 Administrative services, programs and procedures are inclusive of and responsive to the needs of people with disabilities.

  Strategy Method Measure Timeframe Responsibility
3.6.1 Suitably trained support staff are employed to assist students requiring direct disability support. Position descriptions for Academic Support Workers are reviewed. Academic Support Workers employed by the DLU provide quality support and services for students with disabilities. 2004 and continuing Manager, Disability Liaison Unit
Training programs for Academic Support Workers are reviewed. Improved response from students about supports provided by DLU in QASS survey.
Appointment of Support Workers, such as sign language interpreters, to continuing rather than casual positions where possible.
3.6.2 Students with disabilities studying at remote and regional campuses have access to services comparable to those available at the main University campus. The Remote & Regional Campus Disability Contact Officer program is reviewed to improve the accessibility and quality of the program. Students with disabilities at remote and regional campuses have equitable access to disability support and services. 2005 and continuing Manager, Disability Liaison Unit
Improved response from students about supports provided by DLU in QASS survey for non-Parkville campuses.
3.6.3 Disability Liaison Unit staff have access to the latest developments in the support of students with disabilities. Formal links between Disability Liaison Unit and internal centres of expertise are established. Benchmarking undertaken. 2005 and continuing Manager, Disability Liaison Unit
3.6.4 Transitional issues specific to students with disabilities are addressed in the University Transition Program. Transition programs to include information addressing the transition issues for students with disabilities. Transition Programs run by the University include information on disability issues. 2005 and continuing Manager, Transition Programs
Increased liaison with secondary schools with dedicated support units for students with disabilities. Manager, Disability Liaison Unit
3.6.5 Increase the capacity of the Counselling and Health Services to respond to the mental health needs of the student community.

 Deliver support groups for students and staff on issues of mental illness. At least one support group meeting occurs per semester. 2004 and continuing Director, Health, Counselling and Disability Services
3.6.6 Review and improve Critical Incident and Management protocols. Develop protocols for managing issues of concern about students or staff. Protocols developed and disseminated. 2005 and continuing Director, Health & Counselling and Disability Services
3.6.7 Provide students with disabilities with information on financial support available for people with disabilities in the education environment. Develop and maintain a database of organisations that are able to provide financial support for students with disabilities. Student Support Services web site advertises the availability of information relating to financial assistance for students with disabilities. 2005 and continuing Manager, Student Programs
3.6.8 Develop measures to address the housing needs of students with mental health issues, including improved access to housing. Review eligibility criteria for access to Student Housing Access Program. Students with mental health conditions comprise a greater proportion of Student Housing Access Program tenants. 2005 and continuing Manager, Student Housing
3.6.9 Provide students with disabilities with support in the transition from study to employment. Continue to participate in the Willing & Able Mentoring Program for students with disabilities, subject to ongoing funding of the program. Numbers of students with disabilities participating in transition to employment activities increases. 2004 and continuing Manager, Careers & Employment
Encourage students with disabilities to participate in the Industry Consultants Program.
3.6.10 Streamline the processes involved in the provision of accommodations during examinations Guidelines for Alternative Examination Arrangements (AEAs) for Students with Disabilities and Ongoing Medical Conditions are reviewed. Revised guidelines approved by Academic Board. 2005 Director, Student Administration and Systems
Develop an electronic system for the management of Alternative Examination Arrangements. Electronic system for management of exam arrangements implemented. Manager, Disability Liaison Unit
3.6.11 Students with disabilities have equitable access to extra- curricular activities that are deemed integral to the Melbourne Experience. Investigate ways in which the University is able to encourage affiliated bodies (eg Melbourne University Student Union) who provide extra-curricular activities, to facilitate equitable access and participation for students with disabilities. Affiliated bodies develop strategies to improve the access of students with disabilities to extra-curricular activities. 2004 and continuing Vice-Principal and Academic Registrar
Promote Culturally Inclusive Social Events: Guidelines for Good Practice to areas that organise extra-curricular activities. Manager, Disability Liaison Unit

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3.7 Administrative services staff are able to accommodate the needs of people with disabilities in their day-to-day interactions.

  Strategy Method Measure Timeframe Responsibility
3.7.1 University staff members are capable of responding appropriately to the needs of students with disabilities in their day-to-day interactions. Divisional areas incorporate disability awareness training into existing staff development programs. Staff development program developed and implemented. 2004 and continuing Directors and area managers: Academic Services Division
Staff handbook on disability issues developed and distributed to divisional staff. Staff handbook for working with students with disabilities published. Manager Disability Liaison Unit

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3.8 University academic, administrative and extra-curricular information is readily available and accessible to people with disabilities.

  Strategy Method Measure Timeframe Responsibility
3.8.1 A policy of accessible internet content is adopted by the University and communicated to staff involved with the production of internet content. Web Advisory Group to define standards, communication and compliance strategy. Web accessibility guidelines adopted by University. 2004 and continuing Web Advisory Group
Academic Board to approve web accessibility policy and implementation plan. University web content accessible and in accordance with University guidelines. Information Strategy Advisory Committee
Compliance Manager
Deans
3.8.2 Events electronic notice board is developed to provide access to relevant information for students with disabilities. Notice board is developed for the DLU and its presence is communicated to faculty, departments, student union and clubs and societies. Notice board is developed and new events are added on a weekly basis. 2004 Virtual Service Centre
Manager, Disability Liaison Unit

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3.9 University staff involved in information dissemination and information related service provision are aware of the information requirements of students with a disability

  Strategy Method Measure Timeframe Responsibility
3.9.1 Professional development planning for Information Division staff to place a high priority on disability awareness professional development. Disability training program targeted on information access issues developed by the DLU and Staff Equity and Development. At least one disability training program is delivered for appropriate Information Division staff each year. 2004 and ongoing Director, Client Services
Staff Performance Development Framework to include recommendation for attendance at disability awareness training. Manager, Disability Liaison Unit
Manager, Staff Equity and Development
Deans

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