Becoming a disability confident RTO:

Reach 1 in 5 Australians and meet your legal obligations

Bernard Sobiesiak and Gillian Hilt National Disability Coordination Officer Programme

1. Introduction to NDCO Programme 2. How we can help RTOs 3. Why RTOs should consider disability 4. Legal responsibilities relating to

disability 5. Practical, policy and privacy

considerations 6. Resources to help

Overview

Creating your Future Resource

The NDCO Programme works strategically to assist people with disability access, and participate in tertiary education and subsequent employment, through a national network of regionally based NDCOs.

NDCO Programme

Improve linkages

Improve transitions

Improve participation

Our Goals

Professional development Information about obligations under

Disability Discrimination Act (DDA) Free resources Advice around policy and practice

development

How we can help RTOs

Why RTOs should consider disability

Nearly 1 in 5 Australians has a disability Over 80% of disabilities are hidden People with disability represent a large

potential student base AND you have legal and compliance

responsibilities to this group

Standards for Registered Training Organisations (2015)

Disability Discrimination Act (1992) Disability Standards for Education (2005) Federal and State/Territory Work Health

and Safety Acts Federal and State/Territory Privacy Acts

Legal responsibilities relating to disability

Disability includes... The DDA definition is intentionally broad. It

includes:

chronic medical conditions

intellectual disabilities

learning disabilities

mental illnesses

neurological conditions

physical disabilities

sensory disabilities

* Crohn’s Disease * Liver failure * Cancer *

*Asperger’s Syndrome * Chronic Fatigue Syndrome *

* Mental Illness * Kidney failure * Multiple Sclerosis * Dyspraxia *

* Anxiety Disorder * Dyslexia * Post Traumatic Stress Disorder *

* Eating Disorders * Bipolar Disorder * Autism * Depression *

* Neurological disability * Epilepsy * Hearing Impairment *

* HIV / AIDS * Learning Disability * Sickle-cell anaemia *

* Mobility impairment * Brain Injury * Cerebral Palsy * Diabetes *

* Schizophrenia * Vision Impairment * Epilepsy * Arthritis *

* Cystic Fibrosis * Heart Failure * Fragile X * Asthma *

* Spinal cord injury * Muscular Dystrophy * Down syndrome *

disabilities which people have now, had in the past, may have in the future, or are believed to have

people who have a personal connection with a person with disability e.g. relatives, friends, carers and co-workers

The DDA also covers...

Disability Standards for Education (2005)

Applies to all stages of education or training:

Education provider planning

At enrolment

While studying

If expelled

At course completion

Disability Discrimination in Education

1. Ask universally and on an individual basis whether the person needs adjustments

2. Make reasonable adjustments to your usual processes, environment and practices

What are my responsibilities?

3. Only use the measure of inherent

requirements to determine whether a person could complete the course or training

4. Avoid excluding, discontinuing or dismissing on the grounds of having a disability alone

5. Prevent disability harassment and/or victimisation

What are my responsibilities?

From Standards for RTOs 2015: Adjustments made to the way in which

evidence of candidate performance is collected Evidence criteria for awarding competent/not

competent should not be altered The standard expected must be consistent

Reasonable adjustment

Accessible class rooms Note taking Alternate formats – electronic, large print, braille

etc Use of laptop in exams Extra time in exams, extensions for assessments Alternate assessments Reader/writer Ergonomic chair/desk etc Use of assistive technology

Examples of reasonable adjustments

Inherent requirements

Fundamental parts of a course or module that must be met by all students

The abilities, knowledge and skills students need to complete the course

Students with disability can have adjustments made to enable them to meet these requirements

If a student cannot meet inherent requirements, even with adjustments, they cannot complete the course

Health and Safety Responsibilities Assess real risk. Avoid acting on perceived risks based

on a lack of understanding of a person’s own disability and affects.

Consider every reasonable potential means for the student to participate safely.

Take action to minimise real risks.

Remember: it is appropriate to exclude a person with disability where it is determined, based on above principles, that they can not participate safely even with all reasonable adjustments made.

Practical, policy and privacy considerations

Where do students/potential students find information about disability support available?

Who do they ask for support?

What reasonable adjustments are available?

Who has access to documentation?

Who is told what about their condition?

How can they review the effectiveness of the adjustments?

Communicating effectively with people with disability

with thanks to the NDCO Programme hosted by Western Sydney University

Disability Sensitivity Training

“But I don’t know what to say!”

Many people may feel uncomfortable communicating with people with disabilities because they may be:

•Unsure of correct terminology to use

•Worried about offending

•Unfamiliar situation

•Previous difficult experience

Positive vs. Negative language

Person with a disability disabled/deaf/blind/crippled/

retarded person/suffering

Person who uses a wheelchair confined/victim/sufferer/ restricted/wheelchair bound

Person with a mental illness crazy/nuts/psycho

Person who is successful brave/heroic/inspirational

Accessible parking, bathroom disabled parking, bathroom

Person without a disability normal person

with thanks to the NDCO Programme hosted by Western Sydney University

Activity – Communication key messages

•We will look at a cartoon depicting a key message about communicating with people with disabilities

•As a group:

•Identify the key message

•Identify an example of ways/times that people with disabilities might be treated like this

•Identify a more appropriate communication style

Communication – Key Message #2

www.qld.gov.au/disability/community/communicating/

Communication – Key Message #2

Relax. People with disability are just people.

www.disability.qld.gov.au/community/communication/postcards/

Communication – Key Message #3

www.disability.qld.gov.au/community/communication/postcards/

www.qld.gov.au/disability/community/communicating/

Communication – Key Message #3

Just because a person has one disability doesn’t mean they have another.

www.disability.qld.gov.au/community/communication/postcards/

Communication – Key Message #6

www.disability.qld.gov.au/community/communication/postcards/

www.qld.gov.au/disability/community/communicating/

Communication – Key Message #6

Speak to people with a disability directly – not to their carer or interpreter.

www.disability.qld.gov.au/community/communication/postcards/

Resources to help you support students with disability

www.adcet.edu.au

The Australian Disability Clearinghouse on Education and Training (ADCET) provides information and resources to support the work of disability practitioners in the postsecondary education and training sector.

www.adcet.edu.au/acpet

The Australian Council for Private Education and Training have developed a comprehensive disability resource for RTOs

http://e-standards.flexiblelearning.net.au/

www.humanrights.gov.au

Provides information about disability rights, the Disability Discrimination Act, developing disability action plans, accessible web development and much more

www.ddaedustandards.info

Provides information to students and their families about the Disability Standards for Education and their right to participate in educational programs on the same basis as students without disability

www.westernsydney.edu.au/ndco/disclosure

Provides information about options around disclosure of disability in post secondary education and employment

Choosing your path: Disclosure

www.westernsydney.edu.au/ndco/getready

Get Ready for Uni This website is a

'kick start' for people with disability thinking about going to uni

Contains lots of practical advice about career directions, preparing for uni and support.

www.westernsydney.edu.au/ndco/employment

Education to Employment

Facts, tips and advice to support a successful move for graduates from tertiary education to graduate employment

www.facebook.com/NDCO.SouthWesternSydney www.facebook.com/WesternSydneyNDCO

www.scoop.it/t/get-ready-for-study-and-work

twitter.com/NDCO_SWSyd

Contact your local NDCO Bernard Sobiesiak and Gillian Hilt

Phone: 9678 7376 / 4620 3246 / 4620 3175 / Email: g.hilt@westernsydney.edu.au / b.sobiesiak@westernsydney.edu.au

Web: www.westernsydney.edu.au/ndco

Questions