Pathways 8 Conference, Hobart 2006

1 in 5: Professional development module for disability and inclusive academic practice 
Reflections on Implementation

Dr Simon Darcy
ALO and Senior Lecturer
School of Leisure, Sport and Tourism
Faculty of Business
University of Technology, Sydney
Simon.Darcy@uts.edu.au 

Presentation Overview
Introduction
Success
Critical Review
Conclusion

Pathways VIII Presentation: Program Philosophy – Personal Story
I remember my first year at university with enormous delight and affection, because for the first time – I had polio when I was six months old so it’s been a lifelong experience – I was in an environment where, as a student, I was there on my own merits and engaged in the same enterprises as anybody else. Nobody said “Oh well, at least it helps to pass the time”. This is what they say about my current employment [as Disability Discrimination Commissioner] “oh it’s nice you’ve got a job dear”.

And it’s because everyone valued their education, and we all valued it for the same reasons. So I was as ordinary at university as I could ever have hoped to be anywhere, and that’s what the DDA and your action plan seeks to bring, is the extraordinary experience of being ordinary and the unfamiliar taste of belonging, and the opportunity to choose one’s path and travel along it to a destination of one’s own making.
Elizabeth Hastings (1949-1998) at the launch of the UTS Disability Action Plan 1993

Aim and Outcomes
Aim is to:
develop understanding and knowledge of disability issues as they affect students and staff

Learning Outcomes are to:
be familiar with measures that support students with disabilities in a teaching context
identify where to go for help and advice within UTS
know what is meant by disability 
have an overview of how the Disability Discrimination Act (DDA) impacts upon the University 
provide reasonable accommodations for colleagues with disabilities 

Delivery (n=152)
Deans (11);
Associate Deans for Teaching and Learning (12);
Pilot program with cross Faculty Academic Liaison Officers (12); 
Faculty of Information Technology (15);
Faculty of Humanities and Social Sciences (two separate sessions) (26);
Faculty of Nursing, Midwifery and Health (17);
Faculty of Education (Two separate sessions for Teacher & Adult Education) (13);
Faculty of Law (15);
Institute of International Studies (14);
Institute of Multimedia and Learning (12);
Office of the Registrar’s – Registrar + Managers (5);
Student Administration staff (to be determined);
a module has been designed for incorporation within the orientation of new academics to UTS (to be determined); and
an open session for academics from all faculties (to be determined).

SUCCESS
Material
Thirst for knowledge
Newbies
Updating knowledge
New foci
Connections
Agenda

CRITICAL REVIEW
Management by a committee
Preaching to the converted
The recalcitrants
Casuals, where are they?
Opportunities lost
Risk management
SHOUTS

10 Years of the DDA – maximizing Educational Participation
Graphic of the DDA poster which reads “Don’t judge what I can do by what you think I can’t.”

CONCLUSIONS
A benefit to those who attended 
No impact on those who did not attend
Ad-hoc 
Voluntary
Compulsory
Alienation
Other systemic approaches 
Not one off 
Dynamic and on-going