Creating Accessible Teaching and Support

Poor physical access to buildings creates barriers for some students, while others can be excluded by inaccessible computers, access to information on the Web or in libraries.  However it is just as important that housing, student union and support services take full account of the needs of all students. 

There is much that we all can do to promote an inclusive approach to service provision that can minimise the need for individual support for students with disability while enhancing the learning of all students.

The DDA, via the Disability Standards for Education, requires institutions to take reasonable steps to ensure that students with disability are able to access support services on the same basis as students without disability, and to access specialised support services.

Specifically, universities must ensure that: 

• staff members are aware of the specialised services available and are able to assist students access them
• specialised services, were necessary, are provided in collaboration with specialist service providers
• any required specialist equipment is provided
• trained support staff - interpreters, note-takers, aides - are available for students with disability.

Inclusive practices means that everyone is able to participate in all activities; it makes provision for a wide range of people, not necessarily with disability. For example, ramps make it easier for everyone - people with prams, people carrying heavy loads, people with arthritis who cannot manage steps, and people who use wheelchairs - to access a building.

Inclusive practice responds to the notion that people with disability should not need special provisions, but that there should already be provisions in place for the benefit of the wider community. However students and staff have reciprocal rights and responsibilities under the legislation, and the needs of both groups must be balanced in developing an inclusive learning community.