WIDE BAY INSTITUTE OF TAFE

DISABILITY DISCRIMINATION ACT

(1992)

ACTION PLAN

November 1997

CONTENTS

DISABILITY - Definition	2

INTRODUCTION	3

MISSION STATEMENT	5

POLICY STATEMENT	6

SUMMARY OF INTENT	7

CONTEXT	10

LEGISLATION AND POLICY	11

DDA ACTION PLAN REQUIREMENTS	12

PLAN

*	Review of Goal 1	13

-	Goal 1 action plan	14

*	Review of Goal 2	16

-	Goal 2 action plan	17

*	Review of Goal 3	20

-	Goal 3 action plan	21

*	Review of Goal 4	24

-	Goal 4 action plan	25

*	Review of Goal 5	28

-	Goal 5 action plan	29

COMMUNICATION OF THE PLAN	31

ABBREVIATIONS	32

APPENDIX 1 - Disability Satisfaction Survey

DEFINITION OF DISABILITY

Wide Bay Institute interprets disability as defined by legislation in the Disability Discrimination Act 1992 (Australia):

"Disability", in relation to a person means:

(a)	total or partial loss of the person's bodily or mental functions; or

(b)	total or partial loss of a part of the body; or

(c)	the presence in the body of organisms causing disease or illness; or

(d)	the presence in the body of organisms capable of causing disease or illness; or

(e)	the malfunction, malformation or disfigurement of a part of the person's body; or

(f)	a disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction; or

(g)	a disorder, illness or disease that affects a person's thought processes, perception of reality, emotions or judgement or that results in disturbed behaviour; and includes a disability hat:

(h)	presently exists; or

(i)	previously existed but no longer exists; or

(j)	may exist in the future; or

(k)	is imputed to a person.

INTRODUCTION

On 20 February 1995, Bundaberg, Hervey Bay and Maryborough TAFE Colleges combined to form the Wide Bay Institute.

In support of the TAFE Queensland commitment to the principles of Social Justice, the newly-formed Institute Management Group (IMG) appointed an Institute disability officer (IDO) in July 1995 to address the needs of staff, students and clients with disabilities.

A regional meeting of people having a disability or an interest in this area was facilitated by the IDO. From the outcomes of this meeting, a sub-committee of Faculty Directors of the IMG was formed. In consultation with this sub-committee, the IDO developed a strategic plan for disability within the Institute. This was circulated to participants of the original meeting for approval, and ratified by the IMG for implementation. The IDO developed an operational plan which was approved by the IMG.

Initiatives which have been implemented include

*	the appointment of a College Disability Officer at each of the three major campuses of the Institute

*	inclusive Quality Assurance procedures

*	staff training in the ResponseAbility package

*	access audits to facilities at all campuses of the Institute

*	action plans based on access audits

*	establishment of strong community Disability Information Networks in each city.

In May 1996, the TAFE Queensland Executive Management Forum endorsed a move for Institute DDA Action Plans to be completed by each Institute for lodgment with the Human Rights and Equal Opportunity Commission.

Development of the Disability Action Plan

The IMG delegated responsibility for the draft DDA Action Plan to an IMG sub-committee of Faculty Directors and IDO.

The IDO established a working party of representatives of academic and administrative staff together with a student representative with a disability and a staff representative with a disability.

POSITION	AREA OF INTEREST

Institute Disability Committee

Faculty Director	Faculty of Applied Science & Business

Faculty Director	Faculty of SISAR

Faculty Director	Faculty of Technology

Institute Disability Coordinator	All students and staff with a disability

DDA Working Party

Director	CBT Centre

Faculty Teacher	Business & Applied Science

Faculty Teacher	SISAR

Faculty Teacher	Technology

Manager	Operations/Facilities

Manager	Student & Human Resource Support

Staff member with a disability	Corporate Services (Human Resource Services)

Student with a disability	Student Council Representative

Staff member	Business Development Unit

Institute Quality Coordinator	QA unit

Manager	Finance unit

Staff member	Resource Services

Staff member	Institute Directorate

College Disability Officer	Bundaberg

College Disability Officer	Hervey Bay

College Disability Officer	Maryborough

MISSION STATEMENT

Wide Bay Institute Mission Statement for inclusive vocational education and training for students with a disability epitomises the sentiments of Wide Bay Institute Vision 2005. Wide Bay Institute aims for:

Equality of opportunity for successful

participation and outcomes for all staff and students in TAFE

to meet the needs of Australian

employers for a skilled work-force and enhanced work and life

opportunities for the Individual.

POLICY STATEMENT ON PEOPLE WITH DISABILITIES

WBIT promotes inclusive practices in regard to disability.

The rescinded draft TAFE Queensland Policy for the Provision of Services - Students with a Disability states the commitment and responsibilities of the Wide Bay Institute as part of the TAFE Queensland network of Institutes. Institute policies now have to be drafted and implemented to replace the TAFE Queensland Policy.

WIDE BAY INSTITUTE EXPECTATIONS OF STUDENTS WITH A DISABILITY

The Institute aims to encourage students and prospective students to:

*	contact the relevant College Disability Officer as early as possible to plan for the relevant TAFE course;

*	self-disclose disability and required support needs to the extent necessary to ensure an appropriate response to those needs by the Institute;

*	be proactive in advising the Institute of difficulties encountered in accessing TAFE resources and facilities throughout their course and of suggested ways of overcoming these difficulties;

*	ensure that support services are used in a fair and effective manner by advising of any absences affecting the need of support personnel or equipment.

WIDE BAY INSTITUTE EXPECTATIONS OF STAFF IN RELATION TO STUDENTS WITH A DISABILITY

The Institute aims to:

*	ensure staff respond in an appropriate manner to the inclusion of students with a disability in TAFE programs and activities;

*	provide training in disability awareness for all staff;

*	engender appreciation in all staff of the inclusion of diversity;

*	be proactive in developing best practice in teaching and instruction methods;

*	ensure that support services for disability are available to teaching staff.

LIABILITY OF PERSONS INVOLVED IN UNLAWFUL ACTS

Under vicarious liability, all staff are responsible for taking necessary steps to eliminate both direct and indirect discrimination towards students with a disability in relation to their own behaviour and that of staff and students in their areas of responsibility.

The Institute will provide support and training to staff in the execution of their duties.

A student who discriminates against a member of the Institute community with a disability could be in breach of anti-discrimination legislation.

SUMMARY OF INTENT

Wide Bay Institute aims to provide access, equity and equality of opportunity for successful participation of people with a disability in post-compulsory TAFE vocational education and training courses meeting the needs of employers for a skilled work-force and enhanced work and life opportunities for the individual. We will achieve this through:

Inclusive Education:

*	encouraging students with a disability to enrol in vocational courses and training programs or modules for which they satisfy entry requirements

*	supporting individual students with a disability to achieve course/module outcomes

*	assisting staff working with students with a disability

*	seeking feedback on programs and student services from students with a disability Raising Awareness:

*	including disability issues in all student course orientation programs

*	publishing Institute commitment to the provision of disability services

*	providing staff development on disability issues

*	promoting vocational education for people with a disability

*	liaising with groups and personnel involved with people with disabilities Skilling staff:

*	providing ongoing delivery of ResponseAbility, the national TAFE training program in disability

*	targeting key personnel for training in specific areas of disability

*	establishing a resource base of information on disability for teachers

*	developing support mechanisms for staff to monitor student progress

*	publishing articles on disability issues in College staff newsletters Increasing Participation Rates:

*	liaising with education and training providers to promote vocational courses

*	consulting with specialist disability officers in other Government Departments and community agencies

*	promoting access for people with disabilities to vocational courses

*	providing timely advice and negotiated support for people with a disability Working Collaboratively:

*	developing and maintaining networks with agencies and individuals who work with people with disabilities

*	sharing information concerning disability

*	developing interagency programs

*	working with support groups to access resources and information

*	improving training in disability

*	encouraging input from people with a disability

The Action Plan addresses:

1)	*	a review of current activities;

*	policies and programs;

*	goals and targets;

*	evaluation strategies;

*	allocation of responsibility; and

*	communication of policies and programs.

2)	requirements of:

*	staff and employees

*	students

*	clients, internal and external; and

*	employers, community outreach and support;

3)	issues of

*	access;

*	equity;

*	participation; and

*	equality of outcome from vocational education and training.

CONTEXT

Federal and state government legislation, policies and initiatives in social justice address the needs and interests of marginalised target groups, including people with a disability.

In the past, training for people with a disability in the TAFE environment has addressed needs in the areas of basic education and life skills.

In support of the Australian National Training Reform Agenda, in a competitive market, TAFE Queensland has refocussed its direction to emphasise training leading to outcomes of employment and/or further training for all students. Wide Bay Institute must respond to and reflect national and state trends in training reform including:

*	increased competition in the training market, identified in the National Competition Policy resulting from Hilmer (1993);

*	increased emphasis on vocational training with an outcome of employment or further education;

*	the demand from people with a disability to access the mainstream workforce as skilled productive workers;

*	the impact of legislation and policies supporting equity for people with a disability.

Wide Bay Institute defines the student with a disability as:

a)	an individual with a disability accessing on merit an inclusive vocational education and training program on the ANTA profile, with an outcome of employment or further education;

b)	an individual, or group of individuals, with a disability accessing Adult and Community Education Programs in recreation and specific daily living;

c)	a group of individuals with a disability negotiating a tailor-made course through the Business Development Unit.

LEGISLATION AND POLICY

Wide Bay Institute developed this Action Plan to support and implement equity for people with a disability .

Wide Bay Institute accepts relevant terms as defined in legislation and policy documents listed:

Commonwealth:

*	Disability Discrimination Act (1992) (Commonwealth)

*	Disability Services Act (1986) (Commonwealth)

*	Disability Strategy (1994)

*	FlexAbility

*	ResponseAbility

State:

*	Anti-Discrimination Act (1991) (Queensland)

*	Disability Services Act (1989) (Queensland)

*	Queensland Government Strategy on Disability Services

*	VETEC Social Justice Policy and Implementation Strategy (1993)

Department of Training and Industrial Relations:

*	Disability in Context

*	HRM Policy Statement No 7 Equal Employment Opportunity

*	HRM Policy Statement No 14 Anti-Discrimination

*	HRM Policy Statement 21: Reasonable Adjustment

TAFE Queensland:

*	Principles for TAFE Queensland for Inclusive Vocational Education and Training for Students with a Disability

Wide Bay Institute of TAFE:

*	Quality Assurance procedures

*	DDA Action Plan which will replace:

-	WBIT Strategic Plan for Disability

-	WBIT Action Plan for Disability Integration

-	WBIT Access Audit Action Plan

REVIEW OF CURRENT PRACTICES

This precedes each goal.

POLICY AND PROGRAMS

These are listed under Commonwealth, State, Department and section within the Department in the section titled Legislation and policy.

GOALS AND TARGETS

These are given under Strategy and Responsibility.

EVALUATION

This is listed under Performance Indicators.

RESPONSIBILITIES

This is listed in the column headed Responsibility.

COMMUNICATION

This is addressed at the end of the Plan.

GOAL 1: To remove barriers to access to physical facilities at WBI.

REVIEW:

WBI Management Group approved that access audits of all facilities be conducted every two years, commencing December 1995, with one member of the access audit team representative of people with a disability.

Access Audit Action Plans based on the findings of the first audit were drawn up, and requirements prioritised.

While in some instances progress has been made in that access has been provided, the available access is not equitable.

As a result of the access audit, the following improvements have been made:

*	signs indicating wheelchair access have been erected;

*	car parking spaces have been allocated and signed;

*	a toilet block providing wheelchair access was erected at Maryborough.

Because many of our old buildings fail to comply to present access standards, and current trends in our industry lean more to on-the-job training, we need to approach access issues from a creative angle. In Bundaberg, there is no access by wheelchair to level 2 of most blocks in the trade training area.

At this point in time, all TAFE Queensland Institutes have been instructed by the Department of Training and Industrial Relations (DTIR) Total Assets Management Unit (TAMU) to defer any major capital works to improve access until

*	TAFE Queensland sponsored access audit pilot schemes have been conducted

-	WBIT has been designated as the regional pilot site;

*	Institutes are notified of outcomes of pilot schemes;

*	major deficiencies in compliance to standards and cost factors in relation to rationalisation of resources have been assessed;

*	direction of future developments in vocational training in TAFE has been determined.

A means of incorporating consideration of access issues will have to be devised in relation to:

*	leased property;

*	sub-contracted providers; and

*	training in the workplace.

The use of Internet as an alternative means of access to courses in WBI needs to be considered.

GOAL 1

To remove barriers to access to physical facilities at WBI.

Key Elements

The removal, where possible, of physical barriers to participation in TAFE services by people with a disability due to existing infrastructure.

The circumvention of physical barriers to participation in TAFE services by people with a disability due to infrastructure where it is not possible to alter the infrastructure.

Performance Indicators

1.	Inclusion of Access Audit Action Plan in capital works programs.

2.	All new buildings, and those leased or rented by WBI, will comply with access standards.

3.	No student will be denied enrolment because of access problems.

Strategy 1.1:	Develop a plan to provide equitable physical access to facilities at WBI.

ACTION	TIMEFRAME	RESPONSIBILITY	EVALUATION Review and revise access audit to address equity of access.

Prioritise actions. June 1998

June 1988 TAMU; A/D Resources & IDO

A/D Resources & IDO Plan meets standards

Implementation of plan

Strategy 1.2:	Provide funding for provision of equitable physical access to facilities at WBI.

ACTION	Timeframe	Responsibility	Evaluation Gain IMG commitment to budget allocation for equitable physical access

Allocate appropriate budget

June 1998

June 1998 A/D Resources/IDO

IMG Budget allocation approved

Improvements under way

Strategy 1.3:	Promote access audits of all facilities every two years until all facilities meet required standards.

ACTION	Timeframe	Responsibility	Evaluation Conduct access audits every two years to achieve compliance.

Review previous audit to register achievement

Investigate possibilities of Internet Ongoing

Ongoing

June 1998 A/D Resources with Access Audit Group

Access Audit Group

I.T. staff, IDO, Faculties Improving access

Improved access

Internet access

GOAL 2:	To improve access to information about WBIT products and services.

REVIEW:

The Institute has invested in a teletext VCR.

Two members of staff have participated voluntarily in a signed English course.

WBI has provided equipment for vision-impaired students, with 21" computer monitors and screen-enhancement software at each campus.

No information concerning WBI courses, services or facilities is currently available in alternative format.

WBI has no telephone typewriter or associated equipment, except a hearing loop at the Maryborough campus.

GOAL 2

To provide equitable access to information at WBI.

Key Elements

The ability to provide information in alternative format on request.

Awareness of availability of information in alternative format.

Performance Indicators

1.	Facility is available to translate WBI and course information into alternative formats.

2.	Staff and students know translation facility exists.

3.	Material supplied in alternative formats on request.

Strategy 2.1:	Develop provision for access to information in alternative formats.

ACTION	Timeframe	Responsibility	Evaluation Liaise with the Marketing unit to ensure ability to provide information on disk on request

Provide information to community/Government/support agencies for dissemination to people with disabilities

Liaise with community and Government agencies and support groups to ensure awareness of Institute Disability Services.

Purchase and install a telephone typewriter (TTY). June 1998

January 1998

June 1998

December 1997 Marketing Unit/IDO

IDO

IDO

IDO Availability

Availability

Community awareness

TTY usage

Strategy 2.2:	Encourage staff to learn sign language.

ACTION	Timeframe	Responsibility	Evaluation Establish a register of available signing interpreters

Offer training in the deaf alphabet to all teaching and enrolment staff

June 1998

January 1999

IDO

IDO Availability

Use of deaf alphabet

Strategy 2.3:	Establish procedures to ensure availability of class materials in alternate format as needed.

ACTION	Timeframe	Responsibility	Evaluation Make provision for advance copy of class handouts and materials on request

Ensure provision of class handouts and materials in alternative format when required

Introduce policy to purchase captioned videos where available

Make provision for access to equipment such as hearing loops in response to demand Ongoing

Ongoing

June 1998

December 1998 Teaching staff/CDOs

Teaching staff/CDOs

IDO/Senior College Librarians/Teaching staff

A/D Resources/IDO Student survey

Availability

Use of captioned videos

Availability

GOAL 3:	To remove attitudinal barriers to people with a disability at WBI.

REVIEW:	In addition to permanent employees, WBI employs a large casual workforce.

Disability awareness has been incorporated into all staff inductions and student orientations.

The Institute has employed an Institute disability officer, and a College disability officer at each campus.

Every fortnight, the Institute disability officer publishes an article on some aspect of disability in each internal college newsletter.

Regular staff training sessions in disability issues are available for all staff.

WBI plans to include aspects of disability awareness training in all staff development.

An Institute survey on staff training needs in disability issues was conducted in April 1997.

Staff training has been based on the ResponseAbility package, now registered and accredited as

*	Certificate 111 in Vocational Education and Training Administration (Disability)

*	Certificate IV in Vocational Education and Training (Disability).

GOAL 3

To remove attitudinal barriers to people with a disability at WBI.

Key Elements

To remove attitudinal barriers concerning the teaching and learning of people with a disability which prevent their full participation at WBI.

To remove attitudinal barriers concerning employment of people with a disability which prevent their full participation at WBI.

Performance Indicators

1.	50 % of staff to be trained in ResponseAbility by 2001.

2.	20% of casual/contract staff to be trained in ResponseAbility by 2001.

3.	Ongoing consultation between WBI staff and students with a disability in developing relevant support programs.

4.	WBI to have an EEO plan which addresses issues of equity in recruitment, selection, workplace, rehabilitation and general employment practices.

Strategy 3.1:	Facilitate ongoing staff development through the ResponseAbility training package.

ACTION	Timeframe	Responsibility	Evaluation Liaise with the training and development officer to have disability included in all relevant professional development

Attend faculty meetings to promote disability awareness and issues, appropriate language and behaviour

Purchase library resources to develop understanding of disability

Promote the ResponseAbility training package

June 1998

Ongoing

Ongoing

Ongoing IDO/Training & Development officer

IDO/CDOs

IDO/Librarians

ResponseAbility facilitators Staff participation

Focus on the person, not the disability

Availability of resources

Learning outcomes achieved

Strategy 3.2:	Encourage staff to use inclusive teaching and assessment methods.

ACTION	Timeframe	Responsibility	Evaluation Promote implementation of flexible delivery

Facilitate alternate assessment and Recognition of Prior Learning (RPL) for people with disabilities

Ongoing

Ongoing Teaching staff/IDO/CDOs

CDO/Teaching staff/RPL officer Successful outcomes

Applications for RPL & alternate assessment

Strategy 3.3:	Promote inclusive practices within the student body of WBI in relation to people with a disability.

ACTION	Timeframe	Responsibility	Evaluation Promote student recognition of contribution of people with a disability

Invite a student with a disability to be on the student council

Involve students with a disability in student campus activities

Include people with a disability in promotional material and activities Ongoing

Ongoing

Ongoing

Ongoing

All staff

Student Activity Officer/CDO

Student Activity Officer/CDO

Marketing Unit/teaching staff

No discrimination complaints

Equitable representation of PWD

Student survey

Inclusion of PWD

Strategy 3.4:	Promote WBIT employment of people with a disability through merit-based selection and recruitment practices.

ACTION	Timeframe	Responsibility	Evaluation Advise Interagency meetings of positions vacant

Apply principles of merit-based recruitment and selection

Apply principles of reasonable adjustment when necessary Ongoing

Ongoing

Ongoing

IDO

Staff on recruitment panels

IDO/staff supervisor

Applications received

Number of employees with a disability

Employee satisfaction

GOAL 4:	To remove barriers to access to programs and services at WBI for people with a disability

REVIEW:

WBI has NATA accreditation in Quality Assurance.

Because the TAFE Queensland draft Provision of Services - Students with a Disability has been rescinded, WBI will now have to draft QA procedures to ensure equitable access for people with a disability to programs and services.

To ensure implementation, staff training in policy and procedures will be necessary.

GOAL 4

To remove barriers to access to programs and services at WBI for people with a disability

Performance Indicators

1.	Development and adoption of WBI policies and procedures in line with the Queensland VET Disability Policy by December 1998.

2.	Participation rate of people with disabilities enrolling at WBI is at least 8% by 2001.

3.	Successful completion of study program by people with a disability is similar to that of the general population by 2001.

4.	Continuous consultation between WBI and the disability support sector in developing relevant programs and generally informing the community of VET options.

Strategy 4.1:	Develop QA procedures to ensure equity for students with a disability.

ACTION	Timeframe	Responsibility	Evaluation Develop policy and QA procedures which facilitate access to courses and programs.

Advise staff of policy and QA procedures

Carry out internal audits of procedures Ongoing

Ongoing

Ongoing CDOs/IDO

QA manager/IDO

QA Unit Updated QA procedures

Student survey

QA compliance

Strategy 4.2:	Improve channels of communication relating to programs and services at WBIT.

ACTION	Timeframe	Responsibility	Evaluation Establish community networks for relaying this information

Liaise with local industry and work support agencies to develop employment opportunities

Target employers and people with a disability for post-trade and higher level training

Include disability in Student Diary Ongoing

Ongoing

Ongoing

Ongoing

IDO/CDOs

Job Placement Officer/CDO

IDO/Marketing Unit/Workplace assessors

Student Support Unit Successful outcomes

Increased participation

Increased opportunity

Availability of information

Strategy 4.3:	Develop programs to meet identified training needs of people with a disability in the Wide Bay region.

ACTION	Timeframe	Responsibility	Evaluation Encourage local groups to lobby for recognition at the Federal level of training needs of people with high level support needs in basic living skills

Consult with support groups to promote inclusive practices

Arrange course counselling to meet individual needs

Ongoing

Ongoing

Ongoing

IDO

IDO/CDOs

CDOs/College counsellors

Student survey

Client satisfied with course

Strategy 4.4:	Develop support mechanisms to ensure successful course outcomes for people with a disability at WBIT.

ACTION	Timeframe	Responsibility	Evaluation Advertise on campus the services of the College disability officer

Inform staff of the Student-at-risk program

Ensure students are aware of grievance procedures

Implement monitoring procedures Ongoing

Ongoing

Ongoing

Ongoing

CDO

College counsellor

Orientation staff

CDO

Student survey

Successful course completion

Success of procedure

Successful course completion

GOAL 5:	To maintain confidentiality for people with a disability at WBI.

REVIEW:	Disability officers and counsellors treat all information provided by a student with a disability as confidential.

Many students decline to self-acknowledge a disability. Frequently a student will approach staff for assistance long after the course has begun. This means no provision for support can be made in advance.

Procedures for release of information and alternative assessment were included in the TAFE Queensland draft Provision of Services document. Because this has been rescinded, WBI will have to draft QA procedures.

GOAL 5

To maintain confidentiality for people with a disability at WBI.

Performance Indicators

1.	WBI policy and procedure on confidentiality regarding students with a disability to be developed and adopted by December 1998.

2.	No grievances submitted by students over breach of confidentiality.

Strategy 5.1:	Incorporate confidentiality policy in the WBI QA system.

ACTION	Timeframe	Responsibility	Evaluation Draft QA procedure for confidentiality, including alternative assessment and pro forma.

Notify all staff of confidentiality QA procedure

Notify all teaching staff of alternative assessment procedure

December 1998

January 1999

Ongoing QA staff /IDO

QA staff/IDO/CDOs

IDO/CDOs/QA staff QIR/QDR

Student survey

Successful course outcomes

Strategy 5.2:	Establish procedures which respect the privacy of people with a disability at WBIT.

ACTION	Timeframe	Responsibility	Evaluation Provide access to a private room for interviews

Protect student privacy on forms for collection of statistical information

Review procedure for access to confidential information

Collect accurate data to develop a reliable database of information for planning support services June 1998

June 1998

December 1998

Ongoing

Related staff

All related staff

All related staff

SAHRS/IDO/CDOs Availability

Student survey

Internal audits

Meets requirements

COMMUNICATION OF THE WBI DDA ACTION PLAN

1)	Each member of the IMG will receive a copy of the Plan.

2)	Copies of the Plan will be catalogued and available at each College Library.

3)	Each College disability officer will have a copy.

4)	Staff will be advised of availability of the Plan through internal College and Institute newsletter.

5)	Students will be advised through the Student Council that the Plan is available through the College disability officer.

6)	The local community also will be advised through the Community Development newsletters.

7)	The Institute Council will receive a copy of the Plan.

8)	The Plan will be available on disk.

9)	The Plan will be lodged with HREOC.

10)	The Plan will be reviewed annually by the IMG Disability Committee in February.

11)	Any matters relating to the Plan should be referred to the Institute disability officer.

ABBREVIATIONS

A/D	Associate Director

ANTA	Australian National Training Authority

CDO	College Disability Officer

DDA	Disability Discrimination Act

DTIR	Department of Training & Industrial Relations

EEO	Equal Employment Opportunity

HREOC	Human Rights & Equal Opportunity Commission

IDO	Institute Disability Officer

IMG	Institute Management Group

QA	Quality Assurance

RPL	Recognition of Prior Learning

SAHRS	Student and Human Resource Services

SISAR	Service Industries, Studies, Arts & Recreation

TAMU	Total Assets Management Unit

WBI	Wide Bay Institute

The Wide Bay Institute of TAFE Disability Discrimination Act (1992) Action Plan was approved by the Institute Management Group at the meeting held at Hervey Bay Campus, on:

DATE:	Friday, 18 November 1997

SIGNED:	________________________________________

Kay Giles

(Chairperson, Institute Management Group)

Contact Officer:	Maureen Timmons

Institute Disability Officer

Bundaberg College

112 Walker Street/PO Box 512

Bundaberg Qld 4670

PH:	0741 505814

Fax:	0741 505891