Students Experiencing Academic Disadvantage
Policy
- Identification & responsibilities of students
- Established grounds for disadvantage
- Adjustments may not always be possible
The University encourages a flexible approach to the provision of assistance to students experiencing disadvantage, subject to preservation of the integrity of academic programs and equity between students.
Provision may include Alternative Examination Arrangements, renegotiation of assessment deadlines, provision of accessible format learning materials, timetable planning and flexibility about class attendance requirements, deferment, leave of absence, late withdrawal and refunds.
Discretion available within these policy areas may be applied to students experiencing disadvantage.
Identification & responsibilities of students
Students who wish to have arrangements made to address their disadvantage have a responsibility to identify themselves and to seek the assistance of the services of the University.
Students experiencing disadvantage are required to notify the University about their circumstances in a timely manner to enable adequate time for the identification and implementation of reasonable adjustments.
Despite this, staff of the university, both teaching and professional staff, may suggest that a student seeks support should disadvantage be identified.
Students who wish to receive assistance on the grounds that they have disadvantage must submit appropriate documentation verifying their circumstances. They may be required to update their record with any changes, or annually, where appropriate1.
If a student's circumstances change and they are no longer impacted by circumstances2 or their disability, or no longer feel the need for specialist support or other adjustment, they must advise the University as soon as practicable.
Established grounds for disadvantage
The following are examples of circumstances which can constitute grounds for disadvantage, which include but are not limited to:
- Disability, which may include students whose participation is restricted by psychiatric, intellectual, sensory, brain injury or physical/diverse medical impairments;
- Intensive carer responsibilities - e.g. being a carer for a disabled child, partner, or for an elderly, infirm parent;
- Symptoms associated with pregnancy3;
- Unstable or violent living conditions/family circumstances, where the student is in a position of responsibility;
- Being of no fixed address or otherwise homeless;
- Significant financial and legal problems, such a bankruptcy or mortgage default; and/or,
- Precarious residency status relating to issues such as refugee applications.
Adjustments may not always be possible
The University commits to making reasonable adjustments to enable students to demonstrate their academic potential.
- In assessing whether an adjustment to the course is reasonable, the University must always maintain the academic requirements of the course or program, and other requirements or components that are inherent in or essential to its nature.
- The University must always ensure the integrity of its courses or programs and assessment requirements and processes, so that those on whom it confers an award can present themselves as having the appropriate knowledge, experience and expertise implicit in the holding of that particular award.
- In some courses there are aspects of a program that are inherent, and for which no adjustment is possible. In Medicine, for instance, surgery is an essential part of the course, and it is not possible for an adjustment to be implemented that fully negates the requirement to undertake surgery independently and safely4.
This means that at times there can be tension between reasonable adjustments for students and a commitment to upholding academic standards5. When determining reasonable adjustments for students, the University is required to consider the inherent (or essential) requirements of its courses. For students experiencing disability this process is encapsulated by requirements of the Disability Standards for Education6.
The University is also required to ensure that the integrity of its assessment practices is not compromised. There may be circumstances where a requested adjustment jeopardises assessment integrity, and therefore cannot be implemented. Take-home exams as an alternative form of examination, for instance, may not be appropriate in some subjects and courses, as the integrity of the examination cannot be guaranteed.
1 Depending on the nature of the disability or other disadvantage.
2 Continuing to receive adjustments for which the student is no longer entitled would be misconduct.
3 Whilst the University sees pregnancy in favourable terms, it recognises that symptoms associated with pregnancy can disadvantage some students if adjustments (such as flexibility in attendance requirements or special seating and additional time in exams) are not provided. Students who feel that pregnancy related issues may impact on their study are encouraged to contact the Student Equity Officer to discuss the adjustments that could be made to support them throughout their pregnancy.
4 There may be circumstances where adjustments for an inherent component of a course can be provided. For example, should a surgery student break a finger, they may be excused from some parts of the course, temporarily. This may constitute a reasonable adjustment under the act.
5 This tension is explicit where a Disability Liaison Officer (DLO), or a Student Equity Officer (SEO) is consulting with academic staff and exploring options for /seeking flexibility around reasonable adjustments (see Discretion below).
6 This is defined in the Disability Standards for Education (2005) See: http://www.ag.gov.au/www/agd/agd.nsf/Page/RWP7C79C5199A7F2712CA2571BF00178F29