Policies designed to meet the needs of people with disability provide a framework for the provision of non-discriminatory services and consideration of their needs should be integrated into planning processes. Feedback from students and staff is an important part of the continuous review of the effectiveness of policies and service delivery. Many organisations have developed DDA Action Plans as part of their strategy for providing equitable and high-quality educational services.
Services exclusively for people with disability should be the exception rather than the rule: most services for students with disability should be provided by the organisational unit responsible for similar services for other students. This inclusive approach is more effective than a separatist or specialised one. For example, ICT services for students with disabilities often are more efficient and less alienating when offered in regular computer laboratories.
Quality Assurance
Students with disability are an integral part of our community. Their learning opportunities, and the services available to them, need to be assured in the same way that it is for other students.
The 2006 Universities Australia Guidelines relating to Students with a Disability outline good practice for meeting the needs of students with disability across the spectrum of the student experience from recruitment and selection to the transition to employment.
A CATS self assessment tool, based on these guidelines, is being developed to provide a framework for quality assurance The focus will be on outcomes not processes and it does not assume that institutions will adopt any particular service delivery model.
Information Access
More than 3% of Australians have some form of print disability for example because they are vision impaired, have a learning disability or cannot physically hold a book or turn pages. In order for them to read print based information it must be made available in an alternative format such as braille, large print, audio or accessible electronic text.
An increasing number of people with print disability are taking up education and training opportunities and require information and course materials in a timely manner and in a format that is accessible to them. Universities Australia has published Guidelines on Information Access for Students with Print Disabilities that provide useful strategies to achieve this.
Staff Development
Disability-awareness training is an excellent starting point for improving access for students and staff with disability throughout the organisation. If staff understand their responsibilities under the DDA and have the knowledge and resources to implement practical teaching and support strategies, not only is risk of litigation minimised, but outcomes for students are improved. High workloads will sometimes get in the way of staff training, as will negative attitudes to disability. Strong leadership is crucial if cultural change is to occur.
Disability-awareness training can be provided by most disability organisations but should, if possible, be integrated into the organisation’s own professional development programs. A number of on-line training packages are available, but these are most effective when combined with experiential training, preferably conducted by a person with a disability.