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Preventing Harassment and Victimisation

The Disability Standards for Education require educational providers to develop and implement strategies and programs to prevent harassment or victimisation of students with disability. Specifically, they must:

  • enable a prospective student to seek admission to and enrol in the provider, without undue difficulty
  • make information that addresses the needs of students with disability accessible to them in a range of formats
  • within a reasonable time frame and in a way that enables them to make informed choices about course selection and progression
  • consult with the student, review her/his course in the light of this information and implement any reasonable adjustments required whilst maintaining academic integrity
  • provide additional support to the student and, where necessary, assist him or her to achieve intended learning outcomes
  • inform staff and students about the obligation not to harass or victimise students with disabilities, take appropriate action if harassment or victimisation occurs and provide complaint mechanisms for students
  • ensure that staff are aware of the specialised services available and are able to assist the student to access such services
  • provide specialised services for the student, where necessary, including collaborative arrangements with specialised service providers
  • provide any necessary specialised equipment to support the student in participating in the course or program
  • provide appropriately trained support staff, such as interpreters, note-takers and aides, to ensure equitable access to education.

Requests for adjustments to standard assessment practice may occur for students for whom the course design does not automatically provide full access. Reasonable adjustments refer to a ‘measure or action taken to assist a student with disability to participate in education and training on the same basis as other student’1 An adjustment is considered reasonable if it achieves this purpose while taking into account students’ learning needs and balancing the interests of all parties affected, including those of the student with disability, the education provider, staff and other students. Refer to Reasonable Adjustment for further information.

[1] Commonwealth of Australia (2006). Disability Standards for Education 2005 plus Guidance Notes. Accessed on 19 November 2014. Retrieved from