THE UNIVERSITY OF NEWCASTLE DISABILITY ACTION PLAN TABLE OF CONTENTS Background . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Aims of the Disability Action Plan. . . . . . . . . . . . .4 Steering Committee. . . . . . . . . . . . . . . . . . . . .4 Consultant. . . . . . . . . . . . . . . . . . . . . . . . .4 Definition of Disability. . . . . . . . . . . . . . . . . .5 Consultation Process. . . . . . . . . . . . . . . . . . . .5 Format. . . . . . . . . . . . . . . . . . . . . . . . . . .5 I. Implementation, Co-ordination and Maintenance of Strategies6 A. Implementation, Co-ordination & Maintenance - (Suggested Objectives). . . . . . . . . . . . . . . . . . . . . .6 1. Disability Committee . . . . . . . . . . . . . . .6 2. Evaluation of Action Plan Implementation . . . . .7 3. Co-ordinate with Related Organisations . . . . . .7 4. Lodgement of Disability Action Plan. . . . . . . .8 II. Staff - (Goal). . . . . . . . . . . . . . . . . . . . . . .9 A. Recruitment of Staff - (Objective) . . . . . . . . . .9 1. Enquiry Follow Up. . . . . . . . . . . . . . . . .9 2. Disability Contact Officer in Staff Office . . . .9 3. Training for Recruitment Staff . . . . . . . . . 10 4. Networking with Employment Organisations . . . . 10 5. Information about Employees with a Disability. . 11 6. Advertising Statement. . . . . . . . . . . . . . 11 7. Targeting Positions for People with a Disability 12 (a) Strategy - Trainee Positions . . . . . . . 12 (b) Strategy - Longer Term of Permanent Positions13 (c) Strategy - Temporary Positions . . . . . . 13 (d) Strategy - CRS Traineeships. . . . . . . . 14 8. Contract Work for People with a Disability . . . 14 B. Opportunities within Employment - (Objective). . . . 15 1. Staff Equipment Fund . . . . . . . . . . . . . . 15 2. Disability Information on Staff Circulars. . . . 16 3. "Job at Risk" Support. . . . . . . . . . . . . . 16 C. Clubs and Sports - (Objective) . . . . . . . . . . . 16 1. Staff Clubs, Societies and Sporting Groups . . . 17 D. General - (Objective). . . . . . . . . . . . . . . . 17 1. Employment Handbook. . . . . . . . . . . . . . . 17 2. Grievance and Harassment Procedure . . . . . . . 18 3. Statistics on Staff with a Disability. . . . . . 18 III. Students - (Goal) . . . . . . . . . . . . . . . . . . . . 19 A. Recruitment of Students (Objective). . . . . . . . . 19 1. Enquiry Follow-up. . . . . . . . . . . . . . . . 19 2. Disability Contact Person in Student Access and Equity Section. . . . . . . . . . . . . . . 20 3. Training for Student Enquiries Staff . . . . . . 20 4. Information Given to Prospective Students. . . . 21 5. Unilink Program. . . . . . . . . . . . . . . . . 21 6. Communication with Relevant Outside Organisations22 B. Admission and Enrolment - (Objectives) . . . . . . . 22 1. Revision of Enrolment. . . . . . . . . . . . . . 22 2. Targeted Information . . . . . . . . . . . . . . 23 3. Information on Students with a Disability Through UAC . . . . . . . . . . . . . . . . . . 23 4. Special Entry Scheme . . . . . . . . . . . . . . 24 5. Disadvantaged Students' Entry Scheme . . . . . . 24 C. Teaching - (Objective) . . . . . . . . . . . . . . . 25 1. Student Feedback (Teaching & Learning) . . . . . 25 2. "Reasonable Accommodations" Guide. . . . . . . . 26 3. Student Course Enquiries and Faculty Academic Advisers . . . . . . . . . . . . . . . 26 D. Student Support - (Objective). . . . . . . . . . . . 27 1. Student Feedback (Support Services). . . . . . . 27 2. Student Support Office . . . . . . . . . . . . . 27 3. Faculty Academic Advisers. . . . . . . . . . . . 27 4. Full-Fee Paying Students with a Disability . . . 28 E. Evaluation of Learning - (Objective) . . . . . . . . 28 1. Special Arrangements for Students with a Disability29 F. Clubs and Sports - (Objective) . . . . . . . . . . . 29 1. Student Clubs, Societies and Sporting Groups . . 29 G. General - (Objective). . . . . . . . . . . . . . . . 30 1. Grievance and Harassment Procedure . . . . . . . 30 2. Improved Statistics on Students with a Disability30 IV. Physical Access - (Goal). . . . . . . . . . . . . . . . . 31 A. Physical Access - (Objectives) . . . . . . . . . . . 31 1. Feedback (Physical Access) . . . . . . . . . . . 31 2. Master Site Plans. . . . . . . . . . . . . . . . 32 3. Guidelines for New Structures. . . . . . . . . . 33 4. Project Advisory Committee for New Buildings . . 34 5. Guidelines for Existing Structures . . . . . . . 34 6. Inventory of Access Improvements to Existing Buildings . . . . . . . . . . . . . . . . . . . 35 7. Central Coast Campus . . . . . . . . . . . . . . 39 8. Access Map . . . . . . . . . . . . . . . . . . . 39 9. Minor Works for Improved Access. . . . . . . . . 40 10. Parking. . . . . . . . . . . . . . . . . . . . . 40 V. Awareness of Disability Issues - (Goal) . . . . . . . . . 41 A. Awareness of Disability Issues - (Objective) . . . . 41 1. Attitudinal Shift Through Familiarity. . . . . . 41 2. Training for Key Groups. . . . . . . . . . . . . 42 3. Education Program. . . . . . . . . . . . . . . . 42 4. Advertising Campaign . . . . . . . . . . . . . . 43 5. Advertising and Public Relations . . . . . . . . 44 6. Encouragement of Student Initiatives . . . . . . 44 7. Action Plan Publicity. . . . . . . . . . . . . . 45 Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Relevant Legislation. . . . . . . . . . . . . . . . . . . 46 Disability Discrimination Act, 1992. . . . . . . . . 46 NSW Anti-Discrimination Act, 1977. . . . . . . . . . 47 Employment Support. . . . . . . . . . . . . . . . . . . . 47 Commonwealth Employment Service (CES). . . . . . . . 47 Commonwealth Rehabilitation Service (CRS). . . . . . 48 Castle Personnel Services. . . . . . . . . . . . . . 48 Disability Advocacy . . . . . . . . . . . . . . . . . . . 49 Disability Advocacy Service - Hunter (DASH). . . . . 49 Australia Bureau of Statistics (ABS) Data on Disability . 49 Definitions Used by ABS. . . . . . . . . . . . . . . 49 "Disability". . . . . . . . . . . . . . . . . . 49 "Handicap". . . . . . . . . . . . . . . . . . . 50 ABS Population Figures for People with a Disability. 50 Summary of Results. . . . . . . . . . . . . . . 50 Attachments. . . . . . . . . . . . . . . . . . . . . . . . . . . Implementation Review Checklist . . . . . . . . . . . . . . THE UNIVERSITY OF NEWCASTLE DISABILITY ACTION PLAN BACKGROUND AIMS OF THE DISABILITY ACTION PLAN The University of Newcastle Disability Action Plan has two main aims:  to ensure that the University complies with the Federal Disability Discrimination Act (1992). The Act recommends that developing an Action Plan will assist organisations to comply with the legislation.  to ensure that the University"s "commitment to principles of equity and participation" is put into practice for people with a disability who use the University. Unless otherwise stated, the Disability Action Plan strategies refer to all of the University of Newcastle Campuses. STEERING COMMITTEE A steering committee comprising staff members from various sectors of the University was established to appoint a consultant and to assist in the development of the Disability Action Plan. Members of the Steering Committee are:  Ms Gail White (Assistant Academic Registrar, Student Equity and Access Section, Student Administration Unit);  Ms Alethea Taylor (Deputy Co-ordinator, EEO Unit);  Ms Annette Rudd/Ms Val Shevels (Disability Liaison Officer);  Ms Marj Kibby (Acting Dean of Students;  Mr John Gainer (Deputy Director (Recruitment), Staff Office);  Associate Professor Phil Foreman (Special Education Centre);  Mr Don Foster (Director, Estates and Services Unit);  Professor Brian English (Deputy President Academic Senate, Department of Social Work);  Mr Riq de Cavalho (Architect, Physical Planning and Estates). CONSULTANT The University appointed Newcastle Community Access Inc. as consultant to develop the Disability Action Plan. Newcastle Community Access is an independent community-based service that assists people with a disability to access community facilities and resources. The service was established with the assistance of the University of Newcastle in 1992 and is funded by the NSW Department of Community Service. DEFINITION OF DISABILITY The definition of disability used in developing this Action Plan is that used in the Federal Disability Discrimination Act. The definition is a broad one and includes physical, intellectual, psychiatric, sensory, neurological and learning disabilities as sell as physical disfigurement and the presence in the body of disease-causing organisms. It is important to note the broadness of this definition as people sometimes limit their understanding of disability to someone in a wheelchair. CONSULTATION PROCESS In developing the Disability Action Plan Newcastle Community Access consulted with a wide range of people and organisations from inside and outside the University. However, the main focus of the consultations was to seek the views of students and staff with a disability. Newcastle Community Access interviewed as many staff members and students with a disability as feasible and used this information to develop the Action Plan. These consultations are documented in a separate report ("Disability Action Plan Consultations: The Views of Students and Staff with a Disability") which is available from the Equal Employment Opportunity Unit or Newcastle Community Access. Other individuals and organisations consulted in development of the Disability Action Plan were:  prospective students and staff with a disability;  people with a disability who have tried to get access to the University but have had difficulty;  students without a disability and students' organisations;  staff without a disability (academic and general);  staff members with specific responsibility for assisting students and staff with a disability;  staff organisations;  the Disability Discrimination Unit, Human Rights and Equal Opportunities Commission;  disability organisations (eg ACROD the peak organisation for disability groups in Australia and local disability organisations);  relevant government departments (Commonwealth Rehabilitation Service, Commonwealth Employment Service etc);  organisations which have attempted to improve conditions and access for people with a disability such as some local councils and other universities. FORMAT A consistent format was used through out the development of the Disability Action Plan. All sections, except the first which deals with the actual implementation of the Plan, are related to a "goal" from the Disability Discrimination Act (1992). This "goal" in turn relates to a specific University "objective". Most of these "objectives" were already defined in University policy documents and plans or were specific objectives in the Disability Discrimination Act (1992). From each of these "objectives" specific "strategies" were developed along with a brief "rationale" that provides background information about the strategy. I. IMPLEMENTATION, CO-ORDINATION AND MAINTENANCE OF STRATEGIES Current Practice: (a) The Dean of Students through the Committee for Students with Disabilities will be responsible for the development of policy and for monitoring the implementation of policy. The Committee will meet at least twice a year to make recommendations related to relevant issues, and to consider problems of implementation. A four person core committee will take responsibility for urgent matters, in particular responding to requests for the purchase of equipment or services from the Disability Fund, a budget designated for such purposes. (Policy on Students with a Disability 1991) (b) The Sub-Committee for People with disabilities currently meets to "develop and implement strategies to improve the representation in employment, the physical accessibility of the University campuses and the conditions of employment for people with disabilities". (Terms of reference, Sub-Committee for People with a Disability) A. IMPLEMENTATION, CO-ORDINATION AND MAINTENANCE - (SUGGESTED OBJECTIVES):  To ensure that strategies to improve conditions for people with a disability who work in, study at and visit the University of Newcastle are implemented, co-ordinated and maintained.  To produce new strategies or modify existing strategies to meet the future needs of people with a disability. 1. DISABILITY COMMITTEE Strategy: Establish a Disability Committee that advises and reports to Council and Academic Senate. This committee should advise on disability issues for students, staff and visitors. Rationale: The current committee structure tends to deal with disability issues as discrete issues for students and for staff. While people with responsibility for disability issues on campus have tried to deal with this shortcoming through informal co-ordination, there are a number of advantages (eg less duplication, clearer lines of decision making) in dealing with disability as an issue in itself. Responsibility for Action: Vice-Chancellor Time Frame for Action: Before 1995 Resource Implications: The new committee would reduce the number of existing committees. Evaluation: Establishment of an appropriate committee. 2. EVALUATION OF ACTION PLAN IMPLEMENTATION Strategy: Meet at least annually to evaluate implementation of strategies in current and future action plans, focusing on feedback provided by users of the University. (The Committee for Students with Disabilities and the Sub-Committee for People with Disabilities should meet jointly for this purpose prior to the formation of the Disability Committee.) Rationale: Ensuring the implementation of strategies is a central part of the action plan process. A Disability Committee with members from various spheres of the University would be well placed to monitor implementation. Responsibility for Action: Disability Committee Time Frame for Action: Begin as soon as the committee is formed and set aside at least one meeting per year to monitor implementation of action plan. Resource Implications: The time and effort of individual members of the Disability Committee. The time and effort of individuals responsible for implementation and evaluation of strategies. Evaluation: Report to University Council and Academic Senate about implementation of the action plan. 3. CO-ORDINATE WITH RELATED ORGANISATIONS Strategy (a): Take steps to liaise and co-operate with those higher educational organisations with whom the University works, such as TAFE and WEA on the Central Coast Campus, jointly to achieve the desired outcomes for people with a disability. Rationale: These organisations, while independent, work in close partnership with the University and contribute to the well-being of people with a disability who study or work at the University. Collaboration between the University and these organisations will facilitate the desired outcomes for people with a disability by enabling the University to benefit from the disability action plans of those organisations and to contribute to their further development in line with the University's plan. Responsibility for Action: Chair, Disability Committee working with Campus Directors and other Heads of associated organisations as necessary to implement the collaboration process and achieve the desired outcomes. Time Frame for Action: Ongoing Resource Implications: Minimal Evaluation: Chair to report to Disability Committee on co-operative process and outcomes. Strategy (b): Ensure that organisations which are separate legal entities but which operate on campus such as The University Union, The University Book Shop and other commercial organisations are aware of the implications of the Federal Disability Discrimination Act (1992) and the University's plan of action for improving conditions for people with a disability. Work with these organisations in order to achieve satisfactory outcomes for people with a disability. Rationale: These organisations work closely with the University and may affect the well-being of people with a disability who study or work at the University. Therefore it is important that the University notifies these organisations of its plans and works with them when necessary to achieve the desired outcomes for people with a disability. Responsibility for Action: Chair, Disability Committee Time Frame for Action: By mid 1995 Resource Implications: Minimal Evaluation: Chair to report to the Disability Committee on efforts made to co-ordinate with these organisations. 4. LODGEMENT OF DISABILITY ACTION PLAN Strategy: Lodge a copy of the action plan with Human Rights and Equal Opportunity Commission. Rationale: Lodging the action plan may assist the University to avoid legal action in the future but, more importantly, this action will indicate that the University is committed to improving conditions for people with a disability. Responsibility for Action: Chair, Disability Committee Time Frame for Action: Before 1995 Resource Implications: Nil Evaluation: Chair reports to Committee on lodgement of action plan. II. STAFF - (GOAL)  To eliminate as far as possible discrimination against persons on the grounds of disability in the area of employment. (Disability Discrimination Act 1992) A. RECRUITMENT OF STAFF - (OBJECTIVE)  To initiate a positive drive to increase the representation of people with a disability in those classifications and gradings in which they have been identified as under-represented. (Objective, Equal Employment Opportunity (EEO) Management Plan 1991) 1. ENQUIRY FOLLOW UP Strategy: Log brief details of people with a disability and organisations who enquire about or apply for positions. Periodically follow up these people or organisations and document their experience of the recruitment process. Rationale: Enquiry follow-up aims at evaluating current procedures and action plan strategies, allowing for modifications of these procedures and strategies as necessary. Responsibility for Action: Disability Contact Officer (see the following strategy for details of this position) and Deputy Director, Recruitment Time Frame for Action: Before 1995 then review responses annually Resource Implications: Additional duties for Disability Contact Officer Evaluation: Disability Contact Officer regularly collects feedback and discusses implications with the Deputy Director, Recruitment who reports on nature of feedback and changes to procedure to the Disability Committee. 2. DISABILITY CONTACT OFFICER IN STAFF OFFICE Strategy: Designate a position within the Staff Office as a contact person to deal with disability recruitment issues. Rationale: A designated disability contact officer would develop special knowledge to handle direct enquiries from applicants with a disability and assist other members of the Staff Office in handling such enquiries. Responsibility for Action: Deputy Director, Recruitment Time Frame for Action: Before 1995 and ongoing Resource Implications: Additional duties for existing staff member Evaluation: Deputy Director, Recruitment to report to Disability Committee on an annual basis about number and types of enquiries the designated disability contact person has received and applications subsequently lodged. 3. TRAINING FOR RECRUITMENT STAFF Strategy: Provide special training for recruitment staff about disability issues so they can:  better identify appropriate positions for people with a disability; and  discuss the advantages of hiring a person with a disability with potential employers within the University. Rationale: Recruitment staff are both the first point of contact for prospective employees with a disability and a conduit for information for people responsible for employing staff. Therefore, it is particularly important that they are aware of the relevant issues. Responsibility for Action: Co-ordinator, Equal Employment Opportunity Unit and Deputy Director, Recruitment to access appropriate outside agencies who deal with employment for people with a disability or existing staff (eg Equal Employment Opportunity Unit or Staff Development) may be able to provide this training. Time Frame for Action: Training to begin within the next 12 months and then refreshed on a regular basis as necessary. Resources Implications: If internal training resources are used there would be no additional cost. However, using outside agencies to provide training would mean additional costs. Evaluation: Report by Deputy Director, Recruitment to Disability Committee on an annual basis about training undertaken by staff and how the information from the training is used. 4. NETWORKING WITH EMPLOYMENT ORGANISATIONS Strategy: Set up a meeting between outside agencies (Commonwealth Rehabilitation Service, Commonwealth Employment Service, Castle Personnel) and Equal Employment Opportunities (EEO) Unit and Staff Office to discuss strategies to best use outside resources to recruit people with a disability. This meeting will arrange for more regular co-operation. Rationale: Various employment agencies provide many financial incentives and support to employ people with a disability. The University should ensure that it makes maximum use of the services these organisations offer. Responsibility for Action: Deputy Director, Recruitment Time Frame for Action: Immediately with regular channels of communication set up on an ongoing basis Resources Implications: Potential to achieve savings by making use of these support services and the grants they can provide. Evaluation: Deputy Director to report to Disability Committee within 12 months about the type and nature of contact with these organisations and the successful outcomes or barriers identified. 5. INFORMATION ABOUT EMPLOYEES WITH A DISABILITY Strategy: Actively provide information about the advantages and possibilities of employing a person with a disability. Target this information to all people within the University responsible for employing staff. (a) Attach an insert to all staff recruitment request forms that will give information about the advantages and process of employing a person with a disability; (b) Circulate information updates about the advantages of employing a person with a disability to appropriate staff involved in staff recruitment. Distribute this information through direct mail outs and through Campus Collage (University newsletter). Rationale: People within the University who are responsible for recruitment of new staff need all the relevant facts about employing someone with a disability. Responsibility for Action: Deputy Director, Recruitment and Co-ordinator Equal Employment Opportunity Unit Time Frame for Action: (a) Immediately and then ongoing; (b) At least once per year. Resource Implications: Printing and distribution costs of information. However, employing a person with a disability may mean cost savings for departments. Evaluation: Report by the Deputy Director, Recruitment to the Disability Committee focusing on the level of requests by staff for applicants with a disability. 6. ADVERTISING STATEMENT Strategy: Enhance regular Equal Employment Opportunity wording on job advertisements to reflect the principle that the University will make all reasonable accommodation to assist and encourage people from disadvantaged groups (eg Disability) to apply for positions. Rationale: The current equal employment opportunity statement on recruitment advertisements meets the minimum requirements. However, a clear, positive statement that the University would like to receive more applications from people with a disability (and other disadvantaged groups) aims at encouraging prospective employees with a disability to apply for a position. Responsibility for Action: Deputy Director, Recruitment in consultation with the Co-ordinator Equal Employment Opportunity Unit to produce advertising statement Time Frame for Action: Immediately and review after 12 months Resource Implications: The cost of adding additional words to a group of recruitment advertisements would be minimal and shared across various departments Evaluation: Deputy Director, Recruitment to report to Disability Committee about the placement of a new advertising statement 7. TARGETING POSITIONS FOR PEOPLE WITH A DISABILITY Overall Strategy: Target positions for people with a disability, especially in areas of job growth (eg Central Coast campus) or where there is a larger pool of workers who perform similar duties (eg clerical, library assistants, grounds' staff etc) to improve chances of continuing employment. Rationale: People with a disability face many additional barriers in finding employment, yet the experience of organisations who employ someone with a disability is nearly always a positive one. For example, compared to employees without a disability, employees with a disability have average or better attendance records, job retention rates, on and off-the-job safety records and productivity rates (Source [HREOC Handbook] Du Pont Corporation USA, Equal to the Task, 1990; Zivolivh and Millard, Journal of Staffing and Recruitment, Spring 1990; Lester, R and Cauldhiss, D, the Handicapped Worker: Seven Myths, Training and Development Journal, August 1987). (a) Strategy - Trainee Positions: Create at least two new 12-month trainee positions per year for people with disabilities. These traineeships would not necessarily be offered as permanent positions but would give the trainee staff member an advantage in applying for vacant positions. Responsibility for Action: University Secretary and Registrar Time Frame for Action: Negotiate relevant arrangement and areas of employment within the University by end of 1994 and begin new trainees early in 1995. At least 6 new trainees to be appointed over the next 3 years. Resource Implications: Government grants would pay for special equipment modifications (up to $5,000) and a portion of the wages ($5,000) but the University would have to pay the remainder (ie award wage for 3 days per week). Evaluation: Deputy Director, Recruitment to report to the Disability Committee on traineeship scheme after completion of first traineeship period. (b) Strategy - Longer Term or Permanent Positions:  Identify and advertise positions which could be carried out by a person with a disability. An example of the advertising that could be used is: this position is situated in an accessible building and accommodation can be made in terms of equipment and work practices to ensure that the duties of this position could be carried out by a suitably qualified person with a disability.  Identify and advertise positions where having a disability would be a desirable attribute in carrying out the duties of a position (eg having a disability may be listed as a desirable selection criterion).  Identify and advertise positions specifically for a person with a disability where having a disability is essential in carrying out the duties of the position (eg having a disability may be listed as an essential selection criterion). In this case, exemption may be required from anti-discrimination legislation. Responsibility for Action: Deputy Director, Recruitment in consultation with Co-ordinator Equal Employment Opportunity Unit Time Frame for Action: Begin immediately and review annually Resource Implications: Additional costs of advertising and of additional equipment or work accommodations to suit applicants with a disability are involved. However, these costs may be offset by government grants, eg supported wage subsidy (CRS), Jobstart subsidies (CES). Evaluation: Deputy Director, Recruitment and Co-ordinator of Equal Employment Opportunity Unit to report to Disability Committee on the number of applicants who identify as having a disability, and how many of these applicants fill these identified positions. (c) Strategy - Temporary Positions:  Identify vacant temporary positions as positions that a person with a disability could fill. Notify the Commonwealth Employment Service, Commonwealth Rehabilitation Service and Castle Personnel of these identified positions as soon as they become available and give them first option to supply a candidate.  Following requests by departments for temporary staff, the Staff Office will, where appropriate, inform the department of the advantages of employing a person with a disability.  Establish a list of people with a disability who would be suitable for temporary positions and include a suitably qualified applicant with a disability when departments request a selection of resumes for consideration. Rationale: The University employs a large number of temporary staff each year. Employment on a temporary basis often gives a person the experience to apply for permanent positions as well as breaking down some of the resistance to employing someone with a disability. The University should ensure that people with a disability have the same access to these positions as people without a disability. Responsibility for Action: Deputy Director, Recruitment Time Frame for Action: Begin these practices immediately and continue Resource Implications: Additional duties for staff members in the Staff Office. Equipment and work practice changes may be necessary. However, government assistance will often cover these contingencies. Evaluation: Deputy Director, Recruitment to report to Disability Committee about the progress of this strategy, especially the number of people with a disability employed in these positions. (d) Strategy - CRS Traineeships: Encourage the use of the University as a venue for Commonwealth Rehabilitation Service traineeship positions. Responsibility for Action: Deputy Director, Recruitment Time Frame for Action: Begin immediately and regularly update contact with all Commonwealth Rehabilitation Services (CRS) in the Hunter Valley region Resource Implications: Apart from time spent co-ordinating the duties that the trainees will carry out the University may achieve savings as the Commonwealth Rehabilitation Service pays a training wage directly to the trainee staff member. Evaluation: Deputy Director, Recruitment to report on level of contact with Commonwealth Rehabilitation Service and traineeships undertaken 8. CONTRACT WORK FOR PEOPLE WITH A DISABILITY Strategy: Continue to employ people with a disability through contract work crews. Rationale: The University currently employs workers with a disability under an arrangement with Delando Crescent Welfare Corporation. In this arrangement Delando Crescent Welfare Corporation provides a group of workers to carry out grounds' duties under the supervision of a non-disabled worker. The University does not directly employ these workers. While the general thrust of the University's strategy should be to provide open employment for people with a disability, there are some people who have a disability so severe that they could not undertake such employment. The University could assist these people by continuing current arrangements and investigating ways of expanding this arrangement. Responsibility for Action: Director, Staff Services Time Frame for Action: Currently operating Resource Implications: Costs no more than employing workers without a disability Evaluation: Director, Staff Services to report to Disability Committee about work crew arrangements. B. OPPORTUNITIES WITHIN EMPLOYMENT - (OBJECTIVE)  To encourage all staff, particularly ... people with a disability ... to enhance their skills and qualifications in order to improve their career potential within the University (Objective, Equal Employment Opportunity Management Plan 1991). 1. STAFF EQUIPMENT FUND Strategy: Ensure staff members' access to the existing equipment fund by clearly advertising its availability for the purchase or modification of equipment. (Limit this fund to staff members who are not eligible for government equipment grants. Departments would still have to make some contribution from their own funds for such modifications and equipment.) Rationale: New and existing staff members may require special equipment or workplace modifications to carry out their duties. Clear access to a central fund that subsidises expenditure will encourage departments to appoint or promote more staff with a disability while allaying fears of additional expenditure. Responsibility for Action: Co-ordinator Equal Employment Opportunity Unit Time Frame for Action: Before 1995 Resource Implications: Nil as current fund to be used Evaluation: Co-ordinator Equal Employment Opportunity Unit to document the use of the fund for the Disability Committee. 2. DISABILITY INFORMATION ON STAFF CIRCULARS Strategy: Add to all staff circulars information about assistance and support aimed at people with a disability (eg equipment fund and other projects of the Equal Employment Opportunity Unit and the Staff Development Unit) Rationale: Staff with a disability, interviewed during consultations, generally felt positive about opportunities for promotion and training. The University can improve the way it deals with this issue by ensuring that information is readily available to staff with a disability. Responsibility for Action: Co-ordinator Equal Employment Opportunity Unit in conjunction with the Staff Office Time Frame for Action: As soon as possible then ongoing Resource Implications: Nil Evaluation: Co-ordinator Equal Employment Opportunity Unit to report on progress to Disability Committee 3. "JOB AT RISK" SUPPORT Strategy: Ensure that departments and other relevant people are aware of the support provided by the Commonwealth Rehabilitation Service (CRS) if a staff member is experiencing difficulty in their employment that may be due to their disability. Rationale: The Commonwealth Rehabilitation Service provides a service for staff members with a disability who may experience difficulty at work. Access to this assistance may reduce risk of a person performing their duties poorly or leaving their position. Responsibility for Action: Deputy Director, Industrial Relations Time Frame for Action: Immediately Resource Implications: Cost saving due to staff being better able to carry out their duties. The Commonwealth Rehabilitation Service fully funds this service. Evaluation: Deputy Director, Industrial Relations to report to Disability Committee on the dissemination of this information and use of Commonwealth Rehabilitation Service. C. CLUBS AND SPORTS - (OBJECTIVE)  To eliminate as far as possible discrimination against persons on the grounds of disability in the areas of clubs and sports. (Disability Discrimination Act 1992) 1. STAFF CLUBS, SOCIETIES AND SPORTING GROUPS Strategy: Inform staff clubs, societies and sporting groups about their obligations under the Disability Discrimination Act (1992). Rationale: Staff members belong to clubs, societies and sporting groups on campus. These organisations need full information about their obligations under the Disability Discrimination Act (1992). Responsibility for Action: Co-ordinator Equal Employment Opportunity Unit Time Frame for Action: During 1995 Resource Implications: Nil Evaluation: Co-ordinator Equal Employment Opportunity Unit to report to Disability Committee regarding implementation of strategy. D. GENERAL - (OBJECTIVE)  To eliminate, as far as possible, discrimination against persons on the grounds of disability in the area of employment. (Disability Discrimination Act 1992). (General Objective relates directly to the goal) 1. EMPLOYMENT HANDBOOK Strategy: Complete, publish and distribute employment handbook about people with a disability Rationale: The draft handbook covers issues about recruitment and opportunities within employment. Its publication will inform people with the responsibility for employment about procedures and support that can improve conditions for people with a disability. Responsibility for Action: Co-ordinator Equal Employment Opportunity Unit and Director, Staff Services Time Frame for Action: Handbook published before 1995 Resource Implications: Cost of printing and distributing the handbook Evaluation: Co-ordinator Equal Employment Opportunity Unit and Director, Staff Services to report to Disability Committee on publication of the handbook 2. GRIEVANCE AND HARASSMENT PROCEDURE Strategy: (a) Provide information and skills training to the University's Grievance Advisers to enable them to effectively handle issues relating to disabilities and the Disability Discrimination Act; (b) Include information about disability on Grievance Adviser brochures and posters to ensure that people with a disability are aware they can take their concerns to a Grievance Adviser. Rationale: The Grievance Adviser system at the University is able to deal with issues of disability discrimination and harassment. However, the Grievance Advisers require information about the disability Discrimination Act (eg the complaints procedure). Advertising the Grievance Advisers' abilities to deal with such issues will ensure that people with a disability feel free to raise their concerns. Responsibility for Action: Co-ordinator Equal Employment Opportunity Unit Time Frame for Action: (a) Before 1995; (b) When information about Grievance Advisers is re-issued or by mid-1995. Resource Implications: Cost of training for Grievance Advisers and re-printing of material. Evaluation: Co-ordinator Equal Employment Opportunity Unit to report on progress to the Disability Committee 3. STATISTICS ON STAFF WITH A DISABILITY Strategy: Instigate a system of gathering information about the number of staff members with a disability that is compatible with the Australian Bureau of Statistics (ABS) data. Rationale: To provide support and to make plans for future policy it is essential that the University develops an accurate system of gathering information about the number of people with a disability it employs. To be useful this information must be compatible with ABS data. Responsibility for Action: Co-ordinator Equal Employment Opportunity Unit Time Frame for Action: By end of 1995 Resource Implications: There would be a substantial cost in staff time and money to complete a separate survey of staff with a disability. However, the cost of such a project may be reduced if information about staff members with a disability was gathered in conjunction with other information. Evaluation: Co-ordinator Equal Employment Opportunity Unit to report to the Disability Committee and to the University Council about the number of staff members the University employs and compare this to the ABS estimates of Australians with a disability. III. STUDENTS - (GOAL)  To eliminate, as far as possible, discrimination against persons on the grounds of disability in the area of ... education... (Disability Discrimination Act 1992) A. RECRUITMENT OF STUDENTS - (OBJECTIVES)  To increase participation of students with disabilities in the University's courses (University Equity Plan 1994-1996);  (To ensure) a statement indicting that the University welcomes applications from students who may require special assistance to undertake courses will be included in all course brochures and recruitment material, the statement should be highlighted and separately indexed. (Policy on Students with a Disability 1991) 1. ENQUIRY FOLLOW-UP Strategy: Keep a log of enquiries from people who identify as having a disability and re-contact these people prior to the closing date for applications to offer assistance if necessary. Obtain feedback about how they experienced the process. Rationale: Applying for admission to a University can be an especially complicated task for a person with a disability. A follow-up telephone call is an active way of encouraging people with a disability to apply for admission and will also provide a useful avenue for feedback about the University's performance in the recruitment and admission process. Presently the University has no way of gauging its performance in this regard. Responsibility for Action: Assistant Academic Registrar, Student Access and Equity Section. Faculty Secretaries, who also receive admission enquiries, should log calls and pass this information back to the Student Access and Equity Section for follow up. Time Frame for Action: Logging calls from people with a disability and subsequent follow up to begin before 1995 Resource Implications: Additional work load for Student Access and Equity Section staff Evaluation: The Assistant Academic Registrar, Student Access and Equity Section to regularly review feedback from follow-up calls and report findings and actions to Disability Committee 2. DISABILITY CONTACT PERSON IN STUDENT ACCESS AND EQUITY SECTION Strategy: Create a designated position within the Student Access and Equity Section as a disability contact person Rationale: The first point of contact for a prospective student with a disability is crucial. A disability contact person ideally would have personal experience of living with a disability or working with people who have a disability and could make the most of this first contact. A designated disability contact person could also assist other staff members within the section to deal with student disability issues. Responsibility for Action: The Assistant Academic Registrar, Student Access and Equity Section Time Frame for Action: Before 1995 Resource Implications: This position could be based on an existing position (or through expansion of the section for other reasons) and would not necessarily require a new staff member. Additional training may be necessary for the position. Evaluation: Establishment of position and gauge student satisfaction level through feedback via enquiry follow-up program 3. TRAINING FOR STUDENT ENQUIRIES STAFF Strategy: Provide special training for student enquiries staff about disability issues Rationale: Student Enquiry staff are often the first point of contact for prospective students with a disability. Therefore, it is particularly important that they are aware of the relevant facts. Responsibility for Action: Assistant Academic Registrar, Student Access and Equity Section Time Frame for Action: Training to begin within the next 12 months and then refreshed on a regular basis as necessary Resource Implications: If use is made of internal training resources there would be no additional cost. However, providing training through outside agencies would mean additional expense. Evaluation: Assistant Academic Registrar, Student Access and Equity Section reports to Disability Committee on an annual basis about training undertaken by staff and how the information from the training is put into practice. 4. INFORMATION GIVEN TO PROSPECTIVE STUDENTS Strategy: Review existing information to prospective students (eg Universities' Admission Centre Handbook) focusing on the following principles: (a) students with a disability have a right to support services to assist them with admission, enrolment and learning; (b) information targeting prospective students with a disability is best framed in a positive, encouraging way as opposed to statement of mere fact. Rationale: Current information to prospective students with a disability is good and meets the standards set out in University policy. However, feedback from consultations suggests that applying the above two principles will improve some of this information. Responsibility for Action: Assistant Academic Registrar, Student Access and Equity Section and the Disability Liaison Officer Time Frame for Action: Information to be reviewed when relevant publications are normally due for review Resource Implications: Minimal Evaluation: Gauge student satisfaction level through feedback via enquiry follow-up program. Assistant Academic Registrar, Student Access and Equity Section to report to Disability Committee annually. 5. UNILINK PROGRAM Strategy: Use students or graduates with a disability as "Role Models" as part of the Unilink program and target the Unilink program to disability organisations (eg Paraplegics and Quadriplegics Association, Better Hearing Australia, Blind Society, Mental Health Groups and so on) where appropriate. Rationale: Unilink is an excellent program. However, it could be improved by targeting prospective students with a disability. Responsibility for Action: Assistant Academic Registrar, Student Access and Equity Section Time Frame for Action: Before 1995, then reviewed after 12 months of operation Resource Implications: Additional work load for Unilink program staff Evaluation: Pilot and evaluate additions to Unilink program and report to Disability Committee. Gauge success of strategy through feedback from enquiry follow-up program. 6. COMMUNICATION WITH RELEVANT OUTSIDE ORGANISATIONS Strategy: Pursue regular contact with organisations such as the Commonwealth Rehabilitation Service (CRS) who support people with a disability to study or retrain. The aim of this contact would be to work with these organisations to remove barriers that may prevent a person with a disability from applying for admission to the University. Rationale: There is a perception by such organisations that the recruitment and admission processes at the University are more difficult to navigate than other educational institutions. Responsibility for Action: Assistant Academic Registrar, Student Access and Equity Section Time Frame for Action: Immediately Resource Implications: Nil Evaluation: Assistant Academic Registrar, Student Access and Equity Section to report to Disability Committee on increases in the number of students with a disability who are able to access study at the University via organisations such as the Commonwealth Rehabilitation Service B. ADMISSION AND ENROLMENT - (OBJECTIVES)  (To ensure) the same conditions and procedures apply to the admission of students with a disability as to all other students. Students who meet standard admission criteria for a course will not be excluded on the basis of pre-judgements of their ability to cope with the demands of the course or of their potential employability. (Policy on Students with a Disability 1991)  To provide access to tertiary study in an environment which minimises the handicapping effects of disability. (University Equity Plan 1994-1996) 1. REVISION OF ENROLMENT Strategy: Review enrolment process for students with a disability Rationale: During consultations, students with a disability raised a number of problems in dealing with the enrolment process. Students assisted by the Student Support staff and other outside agencies had fewer problems with the process. Responsibility for Action: University Secretary and Registrar Time Frame for Action: Revision of process prior to next major enrolment period in early 1995 Resource Implications: Dependent upon review Evaluation: University Secretary and Registrar reports to Disability Committee about changes to the enrolment process to accommodate students with a disability. Feedback on students' level of satisfaction from annual Student support Office survey will also assist in evaluating this strategy. 2. TARGETED INFORMATION Strategy: Produce an information sheet (available in Braille and on audio cassette) that will clearly set out the options for admission for prospective students with a disability, the actions that prospective student will have to take to apply, and the support the University can supply in this process. (Produce the sheet in such a way that it is easily upgradable with new or changing information.) Rationale: Prospective students may be discouraged from applying due to the complexity of the task. Prospective students need to be fully informed and encouraged to use the options available to them. Current guides, such as "Student Access and Liaison Information for Prospective Students 1993" and the "Guide for Students with Disabilities", are useful guides that cover a wide range of student information. The information sheet will provide information on the application and admission process in a way that is specifically relevant to prospective students with a disability. Organisations who assist people with a disability commented that they had found the application process complicated and a clear explanation of the admission alternatives would simplify this process. Responsibility for Action: Assistant Academic Registrar, Student Access and Equity Section Time Frame for Action: The first information sheet to be produced prior to 1995 admissions then revised annually as necessary Resource Implications: The cost of producing sufficient copies of the information sheet Evaluation: Gauge student satisfaction level through feedback received via enquiry follow-up program and through Student support Office's annual survey. Assistant Academic Registrar, Student Access and Equity Section to report to Disability Committee annually about this feedback. 3. INFORMATION ON STUDENTS WITH A DISABILITY THROUGH UAC Strategy: Work with the Universities Admission Centre (UAC) to include a place on UAC application form for students who wish to identify that they have a disability. Rationale: Identifying information from the UAC is required before any special entry scheme is implemented for students with a disability. Information about students with a disability intending to study at the University would also be very useful to the Disability Liaison Officer in preparing to assist new students. Responsibility for Action: Assistant Academic Registrar, Student Access and Equity Section Time Frame for Action: By 1996 Resource Implications: Nil Evaluation: Assistant Academic Registrar, Student Access and Equity Section to report to Disability Committee about the implementation of this strategy 4. SPECIAL ENTRY SCHEME Strategy: Implement a special entry scheme for students with a disability using the special provisions for Aboriginal and Torres Strait Islander students as a model. This special entry scheme could be a precursor to the establishment of a broader Disadvantaged Student Entry Scheme. Rationale: Prospective students with a disability may suffer disadvantage that makes it difficult to apply through the normal admission process. Special interviews with a prospective student would allow time to discuss the prospective student's special needs (considering there is a wide variety of disabilities) as well as assessing the prospective student's chances of success. Responsibility for Action: University Secretary and Registrar Time Frame for Action: If sufficient information is available, pilot the scheme in 1995 Resource Implications: Implementation would require additional administrative resources Evaluation: University Secretary and Registrar to report annually to the Disability Committee about the implementation of the scheme 5. DISADVANTAGED STUDENTS' ENTRY SCHEME Strategy: Establish a disadvantaged student entry scheme that would include students with a disability (eg "Inputs" Scheme by the University of Technology, Sydney). Rationale: A clear, formalised system for assisting students from a disadvantaged background will assist and encourage prospective students with a disability to apply for admission to the University. Responsibility for Action: University Secretary and Registrar Time Frame for Action: Aim to establish such a scheme for the 1996 intake Resource Implications: Substantial increase in administration Evaluation: University Secretary and Registrar reports to disability Committee about establishment of such a scheme C. TEACHING - (OBJECTIVE)  (In order) to guarantee students who have a disability equality of access to education academic staff will make reasonable accommodations in the classroom:  negotiating environmental modifications such as change of venue or specific furnishings;  liaising with appropriate University Officers to provide specific equipment such as FM microphones; and  arranging for special services such as the provision of lecture notes. The Faculty Adviser to Students with a Disability shall act as an advocate for students who have special needs where required (Policy on Students with a Disability 1991). 1. STUDENT FEEDBACK (TEACHING AND LEARNING) Strategy: Initiate a system of feedback where students with a disability are able to comment on problems and improvements regarding teaching and learning. Obtain this feedback via annual Student Support Office survey. Rationale: Students raised a number of specific difficulties about teaching and learning during the action plan consultations. Having a regular method of receiving student feedback will ensure that these problems cannot go unnoticed. It is also a way of evaluating current procedures and modifying them if necessary. Responsibility for Action: Disability Liaison Officer in conjunction with the Dean of Students. Time Frame for Action: Carry out the first survey in 1995, then annually Resource Implications: The Student Support Office currently surveys users of its services. A feedback mechanism as suggested above could be added to this survey. The Disability Committee can then pass relevant information on to Faculties. Evaluation: Disability Liaison Officer and Dean of Students to report to the Disability Committee on feedback from students and any actions taken 2. "REASONABLE ACCOMMODATIONS" GUIDE Strategy: Update Reasonable Accommodations: A Faculty Guide for Teaching Students with Disabilities, and widely distribute and promote its use to all academic staff Rationale: Reasonable Accommodations is a good publication and a thoughtful initiative by the University. Consultations with students show a number of areas where teaching staff need more information about students with a disability. The guide could be enhanced by listing areas of additional reading (eg The Disability Awareness Package - The Community Disability and Ageing Program, the University of Sydney) and by providing more detail about a range of disabilities (eg dyslexia, brain injuries and the special difficulties faced by students with disabilities that are not obvious. One suggestion put forward during the consultations was to develop a loose leaf system whereby detailed information about particular disabilities would be available for academic staff. Responsibility for Action: Dean of Students, Disability Liaison Officer Time Frame for Action: During 1995 Resource Implications: Printing and re-issue of publication Evaluation: Dean of Students to report on updating of Reasonable Accommodations to Disability Committee 3. STUDENT COURSE ENQUIRIES AND FACULTY ACADEMIC ADVISERS Strategy: Ensure that all relevant staff members know to refer student enquiries to Academic Advisers when they are unsure about how a student's disability may affect their participation in a course Rationale: During consultations some students raised the issues of being given incorrect information by lecturers about not being able to do certain courses due to their disability. Clearly informing staff about the assistance that Academic Advisers can provide may reduce some of these problems. Academic Advisers promoting these issues at relevant forums (eg reporting regularly to Faculty Board meetings) is one suggested method. Responsibility for Action: Academic Advisers and Dean of Students Time Frame for Action: Immediately Resource Implications: Minimal Evaluation: Academic Advisers and Dean of Students to report to Disability Committee on ways they have addressed this issue and about any feedback from students regarding improvements D. STUDENT SUPPORT - (OBJECTIVE)  To provide appropriate support service to students with significant disabilities (University Equity Plan 1994-1996) 1. STUDENT FEEDBACK (SUPPORT SERVICES) Strategy: Continue the system of obtaining feedback where students with a disability are able to comment on problems and improvements regarding student support services Rationale: The Student Support Office currently surveys people who use its service. By continuing this evaluation on a regular basis the Student Support Office can better tailor its services to the needs of students with a disability. Responsibility for Action: The Disability Liaison Officer Time Frame for Action: Evaluate support services provided annually Evaluation: The Disability Liaison Officer reports to the Disability Committee on feedback received from students and actions taken to address issues raised in this feedback 2. STUDENT SUPPORT OFFICE Strategy: Continue support services to students with a disability provided by the Disability Liaison Officer and the Student Support Office and expand as necessary Rationale: Feedback from students during consultations suggests that the Student Support Office provides excellent support to students with a disability Responsibility for Action: University Secretary and Registrar Time Frame for Action: Ongoing Resource Implications: None if current levels of support services continue to meet demand. However, the demands on support services should be closely monitored to ensure that they meet the expected increase in the number of students with a disability. Evaluation: University Secretary and Registrar reports to Disability Committee about the adequacy of the current support 3. FACULTY ACADEMIC ADVISERS Strategy: Continue the current system of Academic Advisers in their role of advising and assisting students with a disability: (a) Ensure that Academic Advisers receive sufficient information and support to deal with disability issues and regularly obtain their feedback about the assistance they provide; (b) Ensure that academic staff get sufficient information about what Academic Advisers can offer students (eg Academic Advisers to provide regular reports at Faculty Board meetings). Rationale: Academic Advisers form a direct link between students with a disability and other academic staff. It is important to develop and maintain this link. Responsibility for Action: (a) Dean of Students and Disability Liaison Officer; (b) Academic Advisers. Time Frame for Action: Ongoing Resource Implications: Minimal Evaluation: Disability Liaison Officer to report to Disability Committee regarding Academic Adviser support and the Dean of Students to report on feedback from Academic Advisers about the assistance they provide to both students and staff 4. FULL-FEE PAYING STUDENTS WITH A DISABILITY Strategy: Devise a policy on providing support services for full-fee paying overseas students with a disability Rationale: The University needs to consider how it will deal with a situation where a student with high support needs from overseas wishes to attend the University. A clear policy in this area will benefit all parties. Responsibility for Action: Disability Committee to prepare policy recommendations to put before relevant University bodies Time Frame for Action: By mid 1995 Resource Implications: Will depend on policy decision made Evaluation: Policy decision ratified by the relevant University body E. EVALUATION OF LEARNING - (OBJECTIVE)  (To ensure) the same standards will be applied to students with disabilities as to all other students. However alternative procedures, specialised equipment, extensions of time and/or other considerations will be given to accommodate the students' special needs. (Policy on Students with a Disability 1991) 1. SPECIAL ARRANGEMENTS FOR STUDENTS WITH A DISABILITY Strategy: (a) Continue to clearly publicise to students and staff the special arrangements for students with a disability while sitting for exams or doing assignments. (eg emphasise these arrangements in the Reasonable Accommodations Guide and the Students with Disabilities Guide) (b) Promote special arrangements for students with a disability in faculty board meetings and other relevant forums. Rationale: Feedback from the consultations suggests that students with a disability are satisfied with the assistance provided by the University during exams and for other methods of evaluation. However, some students, who have not already been through the process, have concerns about what assistance they can get. Responsibility for Action: (a) Dean of Students and the disability Liaison Officer; (b) Faculty Academic Advisers in conjunction with the Dean of each Faculty. Time Frame for Action: Before 1995 Resource Implications: Minimal Evaluation: Dean of Students and Disability Liaison Officer reports to Disability Committee on students' experience of evaluation and assessment process (based on feedback) F. CLUBS AND SPORTS - (OBJECTIVE)  To eliminate, as far as possible, discrimination against persons on the grounds of disability in the areas of ... clubs and sports... (Disability Discrimination Act 1992) 1. STUDENT CLUBS, SOCIETIES AND SPORTING GROUPS Strategy: Inform student clubs, societies and sporting groups about their obligations under the Disability Discrimination Act (1992) Rationale: Students belong to a number of clubs, societies and sporting groups as part of University life. These organisations need full information about their obligations under the disability Discrimination Act (1992). Responsibility for Action: Disability Liaison Officer in consultation with the Newcastle University Students' Association Time Frame for Action: During 1995 Resource Implications: Nil Evaluation: Disability Liaison Officer to report to Disability Committee regarding implementation of strategy G. GENERAL - (OBJECTIVE)  To eliminate, as far as possible, discrimination against persons on the grounds of disability in the area of ... education ... (Disability Discrimination Act 1992 - Objective relates directly to the Goal) 1. GRIEVANCE AND HARASSMENT PROCEDURE Strategy: Review current procedures for dealing with grievance and harassment on the basis of disability. The procedure should:  be clearly written and easily understood in formats suitable for students with a disability;  be widely advertised;  contain methods of dealing with student-to-student harassment; and  not discourage students from taking their grievance to a higher authority if they wish to do so. Rationale: The University already has a system of dealing with student grievances and complaints (eg through the Dean of Students or the Grievance Advisers). However, this procedure is currently being reviewed. Responsibility for Action: Dean of Students Time Frame for Action: Complete the review of procedure before 1995 Resource Implications: Minimal Evaluation: Dean of Students to report to Disability Committee about revised procedures 2. IMPROVED STATISTICS ON STUDENTS WITH A DISABILITY Strategy: Instigate a system of gathering information about the number of students with a disability that is compatible with the Australian Bureau of Statistics (ABS) data Rationale: To provide support and to make plans for future policy it is essential that the University develops an accurate system of gathering information about the number of students with a disability. To be useful, this information must be compatible with ABS data. Responsibility for Action: University Secretary and Registrar Time Frame for Action: By end of 1995 Resource Implications: There would be a substantial cost in staff time and money to complete a separate survey of students with a disability. However, the cost of such a project may be reduced if information about student numbers with a disability was gathered in conjunction with other information. Evaluation: University Secretary and Registrar reports to Disability Committee and to University Council about the number of students at the University and compares this to the ABS estimates of Australians with a disability IV. PHYSICAL ACCESS - (GOAL)  to eliminate, as far as possible, discrimination against persons on the grounds of disability in the area of ... access to premises... (Disability Discrimination Act 1992) A. PHYSICAL ACCESS - (OBJECTIVES)  (To ensure) all new buildings and extensions will be designed with provisions for access for students with a disability (Policy on Students with a Disability 1991)  To improve access to all University buildings for people with a disability (Objective, Equal Employment Opportunity Management Plan 1991) 1. FEEDBACK (PHYSICAL ACCESS) Strategy: Actively seek feedback from people with a disability who use the campus and integrate this feedback with the physical planning process (eg planning minor works, landscape, major improvements to existing structures and new structures): (a) Obtain students' views about physical access issues by linking with Student Support Office's survey; (b) Devise a method of finding staff views about physical access issues (eg have a phone-in for a week each year where staff members can provide feedback and suggestions, or an annual questionnaire, or a well-publicised "hot line" where people can register their views all year round). Rationale: During consultations with students and staff who have a disability one of the most frequently identified issues was problems with physical access. The specific issues raised are provided in a separate document. Physical access problems cover a wide range of areas. There are also a variety of solutions. Therefore, it is essential that those responsible for physical planning are familiar with the views of students and staff with a disability. Responsibility for Action: Senior Architect Planner in conjunction with the Co-ordinator Equal Employment Opportunity Unit and Disability Liaison Officer Time Frame for Action: Feedback obtained annually beginning in 1995 Resource Implications: (a) Minimal as feedback is already obtained through regular survey carried out by Student Support Office; (b) Additional administrative work and printing costs. However, this will depend on the method used. Evaluation: Director, Estates and Services to report annually to Disability Committee about the nature of feedback and actions taken to address problems identified 2. MASTER SITE PLANS Strategy: Review the University's Master Site Plans and its current planning approach to physical access for students, staff and visitors with a disability. This review should note the latest population estimates for people with disability and the implications of disability discrimination legislation. One suggestion put forward during consultations is that this review should take a dynamic perspective of a typical day for a student with a disability. The Master Site Plan review should offer advice on the following areas:  current and future parking requirements (including relationship of parking to commonly used venues and ways to combat illegal use of disabled parking spaces);  pathways and access between buildings (including relationship with proposed system of "safe" pathways, and issues for people with sensory disabilities);  consistent and clear signs for people with a disability;  guidelines to deal with the process of improving access to existing buildings;  guidelines to ensure that new University buildings meet the needs of future building users with a disability (ie provide suggestion of when the University may need to exceed the building codes). Rationale: The current Callaghan campus Master Site Plan makes little reference to issues affecting campus users with a disability. Therefore, during the upcoming Master Site Plan review, the consultant architects should deal with the above areas and ensure that disability access becomes a fundamental issue in future campus planning. The Central Coast campus is new and a major building program is underway. As such a master site plan has only recently been completed. As with other University master site plans, any review of plans for the Central Coast site should ensure disability access is a fundamental planning issue that is well documented in its master site plan. Responsibility for Action: Director, Estates and Services (in conjunction with Pro Vice-Chancellor Development for Central Coast campus issues) and consultant architects. Time Frame for Action: Review of Callaghan Master Site Plan is due to begin in June 1994 Resource Implications: Minimal as this review is part of normal Master Site Plan review process Evaluation: Consultant architect reports to Director, Estates and Services on review of Master Site Plan. Consultant also to report on recommendations to the Disability Committee. 3. GUIDELINES FOR NEW STRUCTURES Strategy: Develop and publicise guidelines for the construction of new buildings and access ways that reflect the University's desire to provide excellent access to users with various disabilities. Those who develop these guidelines need to consider situations where the University should exceed the Building Code of Australia (BCA), and be cognisant of possible legal action under the Disability Discrimination Act (1992). An example of good practice that may inform the development of University guidelines is The Armidale City Council Development Control Plan "J" - Design for access and Mobility. Rationale: Consultations with physical planning staff at the University revealed a high level of commitment to providing excellent accessibility for people with a disability. However, preparing and publicising guidelines for this process would:  make the decision making process more accessible to people with a disability;  prevent the University from having to deal with the possibility of legal action;  prevent costly alterations at a later date;  make it easier for the University to attract events such as conferences and sporting events; and  make life easier for people with a disability. In the construction of all new buildings, the University must comply with the Building Code of Australia. Most new buildings on campus are classified as Class 9b which requires access to most parts of a building. Only buildings classified as Class 9c (eg a health care building) require access to all parts of the building. While Federal disability discrimination legislation has yet to be tested in this regard, strict compliance with the BCA does not necessarily ensure immunity from legal action. Therefore, new guidelines may sometimes need to go beyond these codes to ensure the provision of a higher standard of access. Responsibility for Action: Director, Estates and Services; Master Site Plan consultants Time Frame for Action: By mid 1995 Resource Implications: Production of University building guidelines will involve staff time away from their normal duties. As well, substantial cost increases may be involved in constructing buildings that exceed the BCA. However, there may be substantial cost savings as structures will not have to be altered to improve access in the future and the costs involved in possible legal action (disability discrimination legislation) will be avoided. Evaluations: Director, Estates and Services, in consultation with the Disability Committee, to put forward guidelines to the University Council 4. PROJECT ADVISORY COMMITTEE FOR NEW BUILDINGS Strategy: Continue the Project Advisory Committee's practice of canvassing for disability access issues. Where possible, the Project Advisory Committee should seek the advice of a person with a disability. Rationale: Physical Planning staff report that they often obtain advice from the Disability Liaison Officer when the Project Advisory Committee discusses new building access issues. Participation of people with a disability on Project Advisory Committees will enhance this advice. Responsibility for Action: Senior Architect Planner Time Frame for Action: Ongoing Resource Implications: Minimal Evaluation: Director, Estates and Services reports to the disability Committee about participation of people with a disability and Disability Liaison Officer on Project Advisory Committees 5. GUIDELINES FOR EXISTING STRUCTURES Strategy: Develop and publicise guidelines for the upgrading of existing buildings and access ways as part of regular maintenance work that reflects the University's desire to provide excellent access to users with various disabilities. Those who develop the guidelines need to consider situations where the University should meet or exceed current building codes (ie the Building Code of Australia) and be cognisant of possible legal action under the Disability Discrimination Act (1992). An example of good practice that may inform the development of University's guidelines is The Armidale City Council Development Control Plan "J" - Design for Access and Mobility. Rationale: Many University buildings built before current building standards (and philosophies) have poor access for people with a disability. Upgrading these structures to ensure that all people can study at, work in and visit them will take a number of years and many dollars. To ensure that the actual upgrading of these structures meets the needs of users with a disability, the University should develop its own clear guidelines. These guidelines will assist planners who are considering access issues during maintenance or refurbishment of structures. Those who develop these guidelines need to be aware that if access is not upgraded during building maintenance the Federal Disability Discrimination Act (1992) states that the University must prove that it is unjustifiably hard to upgrade access. Responsibility for Action: Director, Estates and Services Time Frame for Action: By mid 1995 Resource Implications: Production of University building guidelines will involve staff time away from their normal duties. As well, substantial cost increases may be involved in refurbishing buildings to meet or exceed the BCA when appropriate. However, there may be substantial cost savings as structures will not have to be re-altered to improve access in the future, and the costs involved in possible legal action (disability discrimination legislation) will be avoided. Evaluation: Director, Estates and Services, in consultation with the Disability Committee, to put forward guidelines to the University Council 6. INVENTORY OF ACCESS IMPROVEMENTS TO EXISTING BUILDINGS Strategy: Produce an inventory of access improvement to existing buildings as part of the annual review of the capital management plan. This inventory should form the basis of a plan to provide excellent access to all parts of the University. The inventory shows all buildings on Newcastle campuses and their status in terms of accessibility. It also records plans for maintenance work that may improve accessibility or reasons why no work is planned. Building Name Access1 Plans for maintenance work that may improve accessibility or reasons why no work is planned Aviation/TUNRA no Structural and architectural work planned to commence in 1996 Sports Centre Auchmuty no Structural and architectural work planned to commence in 1996 Sports Pavilion no Building usage is currently being reviewed The Station no Building will be demolished within the next 5 years Visual Arts limited No plans for major improvements before 2000 Conservatorium of Music limited Access to all parts of building except for top floor Edwards Hall limited Lower floor rooms and common room are accessible Evatt House limited Has purpose built disability access to some units Architecture limited Work being planned that will improve access to building's upper floor by 1995 Art Building limited Structural and architectural work planned to commence in 1996 Behavioural Science limited Structural and architectural work planned to commence in 1996 Eng. Bulk Solids limited No plans for major improvements before 2000 Engineering A limited Structural and architectural work planned to commence in 1996 Engineering B limited Structural and architectural work planned to commence in 1997 Engineering C limited Structural and architectural work planned to commence in 1998 Engineering D limited Structural and architectural work planned to commence in 1997 Engineering E limited Structural and architectural work planned to commence in 1998 Engineering F limited Structural and architectural work planned to commence in 1998 Geology limited No plans for major improvements before 2000 Mathematics limited No plans for major improvements before 2000 McMullin Building limited Structural and architectural work planned to commence in 1997 Physics limited Structural and architectural work planned to commence in 1995 Richardson Wing limited Structural and architectural work planned to commence in 1995 Social Sciences limited Structural and architectural work planned to commence in 1997 Sports Gym Hunter limited Major plans for refurbishments by the University Union in 1996/97 who plan to purchase the building Staff House limited Responsibility for interior maintenance is with the Academic Union. There are no plans for major improvements before 2000 Tunra Annex limited No plans for major improvements before 2000 University Union Shortland limited University Union has responsibility for major improvements BSC Building limited Work in progress that will improve access to lower floor of building Arch. Drawing Studio full Child Care - Kintaiba full Structural and architectural work planned to commence in 1996 Child Care Centre Wonnayba full Child Care Centre work based full Graduate Studios full Physical Planning & Stores full Lecture Theatre B full Lecture Theatre Basden full Aboriginal Ed.Centre (Wollotuka) full Academic Office Block full Biological Sciences full Bowman Building full Language Centre (CALT) full Ceramics full Chancellery full Chemistry full Computer & Info Science full Design full Drama Studio full Drama Theatre full Engineering Science (DW George) full General Purpose full Great Hall full Griffith Duncan Theatre full Hunter Building full Structural and architectural work planned to commence in 1997 International House full Lecture Theatre E full Library Auchmuty full Library Huxley full Medical Sciences full Structural and architectural work planned to commence in 1998 Science full Sculpture full Special Education full Structural and architectural work planned to commence in 1995 Student Services full University Union Hunter full Advanced Technology limited The University does not own this recently constructed building. There is no wheel chair access to the first floor which is used by the University. No plans for further work are proposed. Hunter Technology Centre Building not owned by the University 1"Access" definitions are based on the Access Map produced by the University. Definitions of "no", "limited" and "full" access were based around a wheelchair user. "Full" access means that the building is generally accessible. It is often the case that "full" access buildings could be further improved to meet the requirements of students, staff and visitors. Rationale: The University has a number of older buildings with poor access for people with a disability. By creating an inventory of the accessibility of these buildings, short and long term plans can be developed to improve access and to avoid the possibility of legal action through disability discrimination legislation. Responsibility for Action: Director, Estates and Services Time Frame for Action: Ongoing with a yearly review Resource Implications: Annual production of an inventory will have only a minimal impact on resources. The University has ear marked around $15,000,000 for major maintenance and refurbishment up until 1998. A portion of this budget may be spent on improving accessibility for people with a disability. Evaluation: Director, Estates and Services to report to Disability Committee annually about improvements made and new plans for access improvements to existing buildings 7. CENTRAL COAST CAMPUS Strategy: Provide a brief report detailing the objectives and plans for the Central Coast campus in relation to accommodating the physical access needs of students and staff with a disability Rationale: The Central Coast campus is a joint project of TAFE, WEA and The University of Newcastle. Major construction work has begun to establish the new campus. There are only a limited number of existing buildings. A report detailing objectives and plans on disability access issues will assist in the co-ordination across campus of action to improve conditions for people with a disability and to comply with relevant disability legislation. The report should include a simple inventory (similar to that for the Newcastle campuses) of the accessibility of existing and proposed buildings. Responsibility for Action: Director, Estates and Services in conjunction with the Pro Vice-Chancellor, Development Time Frame for Action: By mid 1995 Resource Implications: Staff time in preparation of report Evaluation: Report provided to the Chair of the Disability Committee 8. ACCESS MAP Strategy: Review and reprint Callaghan Campus access map. Older buildings with poor access should be highlighted. proposed work that may improve access to these buildings should be noted next to the building index, along with the year that this work will be carried out. A notation should also be shown next to a poorly accessible building where there are no plans for access improvements. Rationale: The access map is an excellent initiative by the University. Since last printing of the access map a number of new buildings have been completed. To ensure it continues to be a useful document it should be regularly updated. It is also important that the map contains information about the University's plans to upgrade building access. Responsibility for Action: Disability Liaison Officer and Senior Architect Planner Time Frame for Action: Before 1996 Resource Implications: Planning, printing and distribution costs for new map Evaluation: Director, Estates and Services reports to Disability Committee about review of access map 9. MINOR WORKS FOR IMPROVED ACCESS Strategy: (Re)Establish a Disability Committee sub-group to assess and prioritise minor works to improve access for people with a disability. This work group should consist of the Manager, Building Services, the Disability Liaison Officer, Deputy Co-ordinator Equal Employment Opportunity Unit and other members deemed as necessary for efficient operation. Rationale: The University sets aside around $50,000 per year for minor access works targeting specific access problem areas for students and staff. This work group should re-establish and meet regularly to prioritise minor works requested. Responsibility for Action: Manager, Building Services Time Frame for Action: Immediately Resource Implications: Ongoing budget of approximately $50,000 Evaluation: Senior Architect Planner and Manager, Building Service to report regularly to Disability Committee regarding expenditure of the minor works budget 10. PARKING Strategy: Review parking facilities on Callaghan campus to ensure that the mobility of people with a disability is not hindered by poor access to disabled parking spaces. Specific issues to be addressed are:  illegal use of spaces by non-disabled people;  proximity of disabled parking spaces to buildings;  the number of disabled parking spaces available (recommended number of spaces for people with a disability, Australian Standard 2890.1, is two percent of total parking spaces for educational facilities);  clear signs showing location of disabled parking spaces (to assist people who are not familiar with the campus to locate spaces). Rationale: Parking for people with a disability was raised frequently in the consultations as a problem. The issue was raised by staff and students with a disability as well as non-disabled staff who were concerned that disabled parking spaces are being illegally used. Responsibility for Action: Director, Estates and Services Time Frame for Action: Recommendations by February 1995 Resource Implications: Resource implications will depend on recommendations made Evaluation: Director, Estates and Services to consult with Disability Committee about recommendations for improving parking for people with a disability and then implement recommendations V. AWARENESS OF DISABILITY ISSUES - (GOAL)  To promote recognition and acceptance within the community of the principle that persons with disabilities have the same fundamental rights as the rest of the community. (Disability Discrimination Act 1992) A. AWARENESS OF DISABILITY ISSUES - (OBJECTIVE)  To raise awareness of issues affecting students [and staff] with significant disability through training workshops, through initiation of discussion at faculty/ department/division meetings and through regular meetings with staff and students. (University Equity Plan 1994-1994) 1. ATTITUDINAL SHIFT THROUGH FAMILIARITY Strategy: Increase the awareness of issues facing people with a disability by increasing the contact between non-disabled people and people with a disability. This strategy of attitudinal change through experience has been addressed in earlier sections (ie II.A. Recruitment of Staff and III.A. Recruitment of Students). Rationale: Members of the steering committee for the Disability Action Plan recommended that the best way to alter people's attitude about disability is to allow them to work and study more with people who have a disability. Responsibility for Action: Deputy Director (Recruitment) and Assistant Academic Registrar, Student Access and Equity Section Time Frame for Action: See sections II.A. Recruitment of Staff and III.A. Recruitment of Students for details Resource Implications: See sections II.A. Recruitment of Staff and III.A. Recruitment of Students for details Evaluation: Deputy Director (Recruitment) and Assistant Academic Registrar, Student Access and Equity Section report annually to Disability Committee regarding situations where people with and without disabilities re working and studying together 2. TRAINING FOR KEY GROUPS Strategy: Ensure that key groups within the University (eg Staff Office Staff, Student Enquiries Staff, Academic Advisers, Grievance Advisers) receive training about issues for people with a disability. These groups should have priority in training as they often have first contact with students and staff with a disability. This strategy has been addressed in previous sections of the action plan. Rationale: See sections II.A.3, II.D.2, III.A.3 and III.D.3 for details Responsibility for Action: See sections II.A.3, II.D.2, III.A.3 and III.D.3 for details Time Frame for Action: See sections II.A.3, II.D.2, III.A.3 and III.D.3 for details Resource Implications: See sections II.A.3, II.D.2, III.A.3 and III.D.3 for details Evaluation: Disability Liaison Officer and Co-ordinator Equal Employment Opportunity Unit to report to Disability Committee about feedback from participants involved in special training for key groups. Feedback from other sources previously mentioned in the action plan will also assist in the evaluation of this strategy. 3. EDUCATION PROGRAM Strategy: Ensure that as many staff members as possible receive information about the barriers that people with a disability may face at the University. Carry this out in a variety of ways to achieve the widest possible audience. Where possible, students and staff with a disability should participate in the provision of this information and education:  Produce articles and information for inclusion in various University publications;  Present information at Faculty Board meetings;  Present information at Departmental meetings;  Provide special workshops on disability aimed specifically at people who may not normally see disability as a significant issue;  Produce information and eduction programs which emphasise that all disabilities are not necessarily physical and easily visible (eg mental illness). The education program should aim to reach 95% of all staff over the next 3 years. Rationale: Consultations for this action plan revealed many positive attitudes towards people with a disability. On the other hand, negative attitudes towards disability remain. As well there are others on campus who need information about how to work with, teach or assist people with a disability. One of the most effective ways of giving people information about disability is to arrange for a person with a disability to provide it. Responsibility for Action: Co-ordinator Equal Employment Opportunity Unit Time Frame for Action: Over the next 3 years (1997) Resource Implications: Some of these actions are already carried out by the Equal Employment Opportunity Unit. However, an increased effort to reach a larger proportion of the University population would necessitate an increase in resources allocated to this Unit. Evaluation: Co-ordinator Equal Employment Opportunity Unit reports annually to Disability Committee with estimates of staff reached by the education program 4. ADVERTISING CAMPAIGN Strategy: Develop in internal advertising campaign aimed at educating students and staff about disability issues and how their behaviour may affect the lives of people with a disability Rationale: A recent highly successful poster-based advertising campaign by the Spastic Centre could provide a model for the University. This campaign actually featured a graduate from the University of Newcastle with cerebral palsy (see appendix for sample). The University has numerous notice boards in all buildings. Therefore, potential exists for an effective, yet low cost, campaign that could be seen by all on campus. Responsibility for Action: Co-ordinator Equal Employment Opportunity Unit, Disability Liaison Officer, the University Public Relations Unit Time Frame for Action: Before 1996 Resource Implications: Design and production of posters. The University may be able to call on the expertise of students studying relevant courses to design and market the advertising campaign. Evaluation: The Co-ordinator Equal Employment Opportunity Unit and disability Liaison Officer to report to the Disability Committee about development of the campaign and, on completion of the campaign, to report on the reaction of the target audience 5. ADVERTISING AND PUBLIC RELATIONS Strategy: Include people with a disability, where appropriate, in advertising and public relations material about the University (eg annual reports, student information material etc) Rationale: People with a disability are part of the University population and therefore should be featured in advertising or public relations material where appropriate Responsibility for Action: Director, Information and Public Relations Unit Time Frame for Action: Immediately Resource Implications: Minimal Evaluation: People with a disability feature in relevant material 6. ENCOURAGEMENT OF STUDENT INITIATIVES Strategy: Establish a fund that will encourage and support student action to improve conditions for people with a disability on campus Rationale: Often the most appropriate way to improve conditions for people with disability is to give them the support so that they can promote change themselves. This strategy aims to encourage groups of students with a disability to take a role in changing the University's orientation towards disability. support for such groups would also make future consultations about disability issues easier and more effective. Responsibility for Action: University Secretary and Registrar, through the Disability Liaison Officer Time Frame for Action: By mid 1995 Resource Implications: Budget for and provide an annual grant to the Newcastle University Students' Association earmarked for a students with disabilities' group Evaluation: A member of the student group to speak to the Disability Committee about the operation of the group 7. ACTION PLAN PUBLICITY Strategy: Use the release of the University of Newcastle's Disability Action Plan to gain publicity about disability issues Rationale: The University's action plan is likely to be one of the first of its kind in Australia. The University should use the newsworthy nature of its initiative to raise awareness of disability issues on campus and to acknowledge its commitment to the most important part of the action plan: successfully putting it into practice. Responsibility for Action: The Vice-Chancellor with the assistance of the Disability Action Plan Steering Committee Time Frame for Action: Before 1995 Resource Implications: Minimal Evaluation: Disability Action Plan Steering Committee reports to the newly formed Disability Committee APPENDICES RELEVANT LEGISLATION: Disability Discrimination Act, 1992 For additional information about the Act, telephone 008 812 114 The Federal Disability Discrimination Act, 1993 prohibits discrimination in employment, education and other areas on the ground of disability which is defined as:  total or partial loss of bodily or mental functions; or  total or partial loss of a part of the body; or  the presence in the body of organisms causing, or capable of causing, disease or illness; or  the malfunction, malformation or disfigurement of part of the body; or  a disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction; or  a disorder, illness or disease that affects a person's thought processes, perception of reality, emotions or judgement or that results in disturbed behaviour. Discrimination is defined as:  treating or proposing to treat a person with a disability less favourably than a person without a disability in circumstances that are the same or not materially different (the circumstances cannot be considered materially different because of the fact that different accommodation or services may be required by the person with a disability); or  requiring a person with a disability to comply with a requirement or condition with which they are unable to comply because of their disability which is not reasonable in the circumstances; or  treating a person with a disability less favourably because they are accompanied by or possess a palliative or therapeutic device or an auxiliary aid; or an interpreter, reader assistant, carer or a guide dog, and includes a disability that:  presently exists; or  previously existed but no longer exists; or  may exist in the future; or  is imputed to a person. The Act requires that active measures must be taken towards identifying and removing barriers to people with disabilities. This includes making adjustments to or accommodations in the work or study environment which are reasonable and would not impose an unjustifiable hardship to the institution. NSW Anti-Discrimination Act, 1977 The NSW Anti-Discrimination Act prohibits discrimination on the grounds of physical and mental impairment (among other grounds). Discrimination is defined as:  treating a person with a disability less favourably than another person in the same circumstances because of the disability; or  requiring a person with a disability to comply with a generally applied condition or requirement with which they cannot comply because of their disability and which is not reasonable in the circumstances. The Act requires that employers make "reasonable accommodation" or adjustment for people with a physical or intellectual disability. The Principle of reasonable accommodation covers the total work environment, including provision of equipment and access, and job design. Wherever it is necessary, possible or reasonable to do so, appropriate adjustments are made to the job or work environment to minimise the effect of a person's disability. The Act does not prevent an employer from undertaking affirmative action in terms of targeting a position to be filled by a person with a physical disability as part of an equal opportunity program. In addition to removing the discrimination, Part IX A of the Anti-Discrimination Act requires employers to take steps to promote equal opportunity for people with disabilities. EMPLOYMENT SUPPORT: Details of subsidised employment schemes, traineeships and special equipment grants for people with a disability can be obtained by contacting any of the following organisations. Commonwealth Employment Service (CES) Telephone: Newcastle 260 033, Charlestown 212 666 or Broadmeadow 622 111. The Commonwealth Employment Service is the major job placement, referral and support service. It can provide assistance with recruitment placement and training and access to government subsidised employment, training and work experience programs. The Disability Contact Officer at the CES can assist with:  recruiting job seekers who have a disability;  determining eligibility for subsidised labour market programs;  setting up training and work experience contracts;  liaison with other employment agencies assisting people with disabilities; and  referral to specific formal training set up as part of certain government sponsored training and work experience programs. Commonwealth Rehabilitation Service (CRS) Telephone: Newcastle 528 788 or Charlestown 466 424 The Commonwealth Rehabilitation Service is a publicly funded rehabilitation service specialising in vocational and social rehabilitation for people who have been disabled from birth or by an injury or illness. The CRS provides a range of services including:  vocational counselling;  job training or retraining;  employment placement and support;  provision of equipment and aides to increase personal mobility;  physiotherapy; and  personal counselling. Consultancy services available to employers include:  access to work training schemes;  advice on work station design;  assessments and recommendations for rehabilitation;  information about rehabilitation resources;  assistance in identifying specific disability related needs;  education on occupational health and safety and injury prevention;  advice on rehabilitation policy; and  "job at risk" assistance. (some of the above information has been summarised from "the Employment Plan for People with Disabilities", Charles Sturt University) Castle Personnel Services Telephone: 297 711 Castle Personnel is an employment agency for people with a mild or moderate disability. It is funded by the Federal Department of Human Services and Health. Castle Personnel can assist people with a disability to find employment and will then provide support for the individual when employed. DISABILITY ADVOCACY: Disability Advocacy Service - Hunter (DASH) Telephone 614 255 At the time of writing, the Disability Advocacy Service - Hunter is being established with funds provided by the Federal Department of Human Service and Health. One role of this service will be to advise and assist people with a disability on matters of disability discrimination. This would involve assisting people with a disability to instigate proceedings at the Equal Opportunity Tribunal and referring complaints to the Human Rights and Equal Opportunities Commission for settlement when alternative methods have been exhausted. AUSTRALIA BUREAU OF STATISTICS (ABS) DATA ON DISABILITY: Definitions Used by ABS "Disability" Disability was defined as the presence of one or more of the below limitations, restrictions or impairments which had lasted, or were likely to last, for a period of 6 months or more:  loss of sight (even when wearing glasses or contact lenses);  loss of hearing;  speech difficulty in native languages;  blackouts, fits or loss of consciousness;  slowness at learning or understanding;  incomplete use of arms or fingers;  difficulty gripping or holding small objects;  incomplete use of feet or legs;  treatment for nerves or an emotional condition;  restriction in physical activities or doing physical work;  disfigurement or deformity;  long-term effects of head injury, stroke or any other brain damage;  a mental illness requiring help or supervision;  treatment or medication for a long-term condition or ailment and still restricted; and  any other long-term condition resulting in a restriction. "Handicap" A handicap is identified as a limitation to perform certain tasks associated with daily living. The limitation must be due to a disability and in relation to one or more of the areas listed below:  Self-care - difficulties in showering, bathing, dressing, eating, toileting, bladder or bowel control;  Mobility (profound/severe/moderate) - difficulties going places away from the home/establishment, transferring to and from a bed or chair;  Mobility (mild) - limitation in working 200 metres, walking up and down stairs or using public transport;  Verbal communication - difficulties understanding or being understood by strangers/family/friends/staff in the person's native language;  Schooling - limitation in the ability to attend school or needing to attend a special school or special classes;  Employment - limited in the ability to work, the type of work performed and other work problems such as the amount of time off required and special arrangements which need to be made. Persons aged less than 5 years with one or more disabilities were all regarded as having a handicap, but were not classified by area of handicap. This was due to difficulties inherent in determining whether the needs of children aged less than 5 years were a function of their age or their disability. ABS Population Figures for People with a Disability Summary of Results In 1993, it was estimated that 3,176,700 persons, or 18.0 percent of the Australian population had a disability. In addition, 2,500,200 or 78.7 percent of those with a disability were classified as having a handicap. There were 14.2 percent of the total Australian population who had a handicap. This population was comprised of:  419,900 persons (2.4% of the australian population) who always needed help from another person to perform one or more designated tasks (ie had a "profound" handicap);  301,100 persons (1.7% of the Australian population) who sometimes needed help to perform the designated tasks (ie had a "severe" handicap);  455,500 persons (2.6% of the Australian population) who needed no help but had difficulty performing one or more of the designated tasks (ie had a "moderate" handicap);  941,800 persons (5.3% of the Australian population) who need no help with, and did not have any difficulty with, any of the designated tasks but used an aid to perform one or more of these tasks; or had difficulty working 200 metres, or walking up and down stairs, or in using public transport, or picking up an object from the floor (ie had a "mild" handicap).  382,000 persons (2.2% of the Australian population) who had a schooling limitation or an employment limitation only, or who were aged less than five years, or whose only limitation was "did not use the toilet" (severity of handicapped was not determined for these people). (ABS Data extracted from "Disability, Ageing and Carers: Summary of Findings, ABS No.4430.0.1993)