Creating Accessible Teaching and Support

Students with disability are choosing to undertake postgraduate study in increasing numbers. However, they still face significant barriers, including supervisors' lack of awareness of disability-related issues, and problems completing their course or research project in the specified timeframe.

Postgraduate policies, practices and procedures should offer students with disabilities the same opportunities as their peers. They need everything that other students do:

• clear information about course requirements, including any practical or fieldwork components

• support to adapt their personal and learning styles to meet new demands
• advice about learning and support options.

In addition, they may require accommodations to meet their particular needs, and clear information about their rights and responsibilities.

Supervisors may find it useful to meet early with prospective candidates to plan any accommodations and discuss the implications of their disability for study.

Supervisors are occasionally confronted by concerning student behaviour. There are a number of possible responses; however, if the behaviour is disruptive, it may be useful to meet with the student to discuss a behaviour agreement.

It is important that postgraduate policies, practices and procedures provide students with disabilities with the same opportunities as their peers. Some suggestions for how to achieve this:

• Include a welcome message to students with disability to encourage applications
• Ensure that recruitment, marketing, scholarship and course information is accessible.
• Take an inclusive approach to planning recruitment and transition activities.
• Provide staff with disability-awareness training and ensure that they are aware of their responsibilities under legislation.
• Provide clear information about course requirements and expectations.
• Provide information about specialised services that postgraduate students with disability may need.
• Meet with prospective students early to discuss learning support needs and any accommodation required.
• Review any disability-related documentation in conjunction with the disability service.
• Make students aware of information and resources that may assist them.
• Ensure that selection processes are equitable.