Equitable Learning Advisor, Access - UNSW
2 Roles available
1 x continuing and 1 x 6 month fixed term contract role
The Equitable Learning Service supports students from underrepresented cohorts to access and participate in their University studies. This includes students from low SES backgrounds; students living with disabilities; students of diverse genders, sexes and sexualities; students from refugee and refugee-like backgrounds; first in family students and students from rural and remote backgrounds. Currently, the Services’ primary cohort is students who are living and studying with a range of disabilities, mental health conditions and/ or long-term health concerns by the provision of educational adjustments in support of the University’s legislative requirements under the Disability Discrimination Act. The Service also serves as a point of expertise for the University community in relation to student support and inclusion.
About the role
The Equitable Learning Advisor, Access is responsible for determining the support needs of students with disabilities, long term health concerns and / or mental health conditions so they can participate equitably in their study program. This involves working closely with the students using person centred, strengths-based approaches to develop and manage the implementation of educational adjustments and services. The role also involves regular collaborative engagement with colleagues in the Equitable Learning team, the wider Student Life and Communities division and academic and professional staff from across the University.
About the Successful Candidate
- A relevant tertiary qualification and extensive experience in health, education or disability or an equivalent combination of relevant experience and/or training
- Significant experience working with students living with disabilities, long term health concerns and/or mental health conditions using person centred, strengths-based approaches to foster self-advocacy and independence
- Demonstrated ability to assess the learning impact of studying with a range of disabilities, long term health concerns and/or mental health conditions and to determine individualised educational adjustments
- Knowledge and understanding of inclusive practice as it relates to the learning and teaching context. Understanding of application and use of inclusive (assistive) technologies to support learning and independence for students living with a disability
- Demonstrated excellent verbal and written communication skills
Well-developed influencing, negotiation and conflict resolution skills
Strong organisational skills including a demonstrated ability to prioritise tasks, meet deadlines and work efficiently and effectively under pressure
- Proven ability to work both independently and collaboratively and to contribute positively and proactively to the team’s work. Demonstrated self-motivation, initiative and judgement
- Knowledge and understanding of the legislative context including: Disability Discrimination Act, Disability Standards for Education, Privacy Act. Capacity to apply this knowledge in the Higher Education environment
- Knowledge of health and safety responsibilities and commitment to attending relevant health and safety training.
Applications close: 1 December 2019