Central Queensland Institute of TAFE DDA Action Plan Foreword Central Queensland Institute of TAFE is committed to providing facilities and resources that assist people with a disability to achieve their full potential through vocational education and training. Central Queensland Institute of TAFE values the contributions that every individual can make to their community and recognises its responsibility to provide a learning environment that develops each individual. This Institute has been at the forefront of the provision of disability services since the appointment of a Disability Liaison Officer in 1992. Since 1995 Disability Services Officers have continued to raise the awareness of disability issues among staff and students. A recent audit of potential structural and physical impediments to full participation by people with a disability has identified a number of areas for improvement. These issues are being addressed, both within this plan, and through day to day operational activities. This plan represents a stated public acknowledgement by Central Queensland Institute of TAFE of its responsibilities in the area of disability services. It also acknowledges the provisions of the Disability Discrimination Act 1992 (Commonwealth), the Disability Services Act 1992 (Queensland) and the Anti-Discrimination Act 1991 (Queensland). This plan articulates a number of goals that will lead to ongoing improvement as well as establishing benchmarks against which to measure our progress in achieving these goals. This plan will be reviewed regularly and your input into its improvement would be appreciated. KEV HACKER Director Disability Discrimination Act The Commonwealth Disability Discrimination Act 1992 (DDA) makes it unlawful to discriminate in the provision of goods, services (including education and training) or facilities (including all services and facilities provided by tertiary education, eg vocational education and training institutions) against people on the basis that they have, or may have a disability (Human Rights and Equal Opportunity Commission, Disability Discrimination Act Action Plans: A Guide for the Tertiary Education Sector). The Act defines disability as: • total or partial loss of the person's bodily or mental functions: or • total or partial loss of a part of the body; or • the presence in the body of organisms causing disease or illness; or • the presence in the body of organisms capable of causing disease or illness; or • the malfunction, malformation or disfigurement of a part of a person's 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; This definition includes disabilities that: • presently exist; or • previously existed but no longer exist; or • may exist in the future; or • are imputed to a person (Disability Discrimination Act 1992, Section 4) Sections 22 Education, 23 Access to Premises and 24 of the Disability Discrimination Act are especially relevant in the TAFE context and these areas will be specifically addressed in this plan. Section 61 of the Disability Discrimination Act states that disability action plans should include provisions relating to: • a review of current activities • development of policies and programs to achieve the objectives of the Act • goals and targets • evaluation strategies • allocation of responsibility • communication of these policies and programs to people within the organisation. The Central Queensland Institute of TAFE Disability Discrimination Act Action Plan has incorporated these provisions. Background Working Party In April 1997, the Institute Director issued a statement of commitment to the development of a Disability Discrimination Act Action Plan for the Institute. In May 1997 a Working Party was established to address the need for a Disability Discrimination Act Action Plan for Central Queensland Institute of TAFE. This group included the following Institute staff: • Disability support staff from all four colleges • Counsellors from all four colleges • Institute Risk Manager • Institute Quality Manager • Institute Human Resources Manager • Studies Directorate staff • Regional Disability Liaison Officer • Director, Student Services (Institute) • Student Services staff Consultation Process This group met on a monthly basis for six months during which time a draft Action Plan was developed with input from both Institute and community. This initial development period involved consulting with key stakeholders including community and industry contacts, students and staff. The Disability Services Officer (Rockhampton College) was assigned the task of compiling information and producing a draft version of the Action Plan. This draft version was completed in November 1997 and presented to Institute Management Group in February 1998. During April/May 1998, a Non Discriminatory and Disability Access Audit was carried out at Central Queensland Institute of TAFE by Physical Resources Management Services. As this audit was only recently completed, it was not possible to address specific recommendations in this plan, however, recommendations will be prioritised and addressed as part of the plan and reviewed on a regular basis. The Disability Action Plan was distributed to key Institute staff for comment with the final version completed in July 1998 and endorsed by Institute Management Group in August 1998. Overview Structure of the CQIT Disability Action Plan The Action Plan is based on the Institute's consideration of the complex issues of reasonable accommodation and unjustifiable hardship, as outlined in the Disability Discrimination Act 1992, in the context of a tertiary education institution. The Mission Statement of the Plan is as follows: Consistent with the Disability Discrimination Act (1992), Central Queensland Institute of TAFE is committed to promoting access and equity for people with a disability to enable them to participate as fully and independently as possible as students or staff members of Central Queensland Institute of TAFE. The goals, objectives, strategies and actions of the plan are separated into seven areas. Provision is made for responsibilities, performance indicators and timeframes for each goal. There is also a short introductory section outlining current practices. The seven areas are: • Physical Access • Promotion and Participation • Program and Course Delivery • Quality Service • Resource Allocation • Community and Industry Recognition • Recruitment and Employment Monitoring, Evaluation and Review The monitoring of the implementation of strategies and actions outlined in the Action Plan will be the responsibility of the Disability Services Officer, Rockhampton in consultation with the Institute Director. A progress report on the implementation will be provided to Institute Management Group on an annual basis. The implementation of specific strategies and actions, as detailed in the plan, will be the responsibility of the identified staff members. The progress of the implementation will be evaluated according to the performance indicators and time frames in the Action Plan. Communication and Promotion Copies of the DDA Action Plan will be made available to, and promoted, throughout the Institute. Copies will be provided to: • All members of Institute Management Group • Business Development Managers • All Disability Support and Student Support staff • All Teaching teams A summary of key strategies relating to the Action Plan will be distributed to all staff via newsletters or other communication sources. Progress on the implementation of the Action Plan will be provided to staff and students through newsletters or other communication sources on a yearly basis. Physical Access Current Practices Central Queensland Institute of TAFE currently has four colleges - Rockhampton, Mackay, Central Highlands and Gladstone - as well as a number of TAFE Centres across the Central Queensland region. To date, disability access issues have been addressed through various works programs on an as-needs basis. Some colleges are more accessible than others for people with a disability and considerable variation exists. A Non Discriminatory and Disability Access Audit was carried out in April/May 1998 at CQIT and a priority list detailing the results from this audit will be developed. From this list the Institute will endeavour to ensure that the recommendations are addressed and a capital resource management plan is developed to meet audit requirements. Goal 1: To develop, implement and maintain an accessible and safe environment at all Central Queensland Institute of TAFE Colleges. ? Objective 1.1 To improve as far as possible access to, and egress from, all new and existing facilities for people with a disability at all CQIT locations. ? Strategy 1.1.1 Develop capital resource management plans to improve physical access to Institute locations and their facilities. Action 1: Review and prioritise the recommendations of the Non Discriminatory and Disability Access Audit commissioned by TAFE Queensland. Action 2: Establish Institute responsibility to remove physical barriers and plan and implement ongoing improvement of access to facilities at CQIT. Action 3: Establish and implement a five year capital resource management plan. ? Responsibility: Institute Management Group or designated personnel. ? Performance Indicator and Timeframe 1: Priority list completed, responsibility established and delegation authorised by December1998. ? Performance Indicator and Timeframe 2: Plan to improve access and egress written and implementation commenced by March 1999. Promotion and Participation Current Practices Information regarding courses and careers, special entry provisions, access courses and support for students with a disability is presently made available to prospective students, community groups, schools and agencies by Disability Support and Course Information staff utilising a variety of media and forums. Institute commitment statements are sometimes placed in course advertisements. Information on special entry provisions and admissions procedures is not generally currently available in alternative formats but can usually be provided upon request. Procedures are in place to maximise opportunities for students to disclose their disability at the point of enquiry and enrolment. Goal 2: To increase participation by people with disabilities in vocational training courses at Central Queensland Institute of TAFE. ? Objective 2.1 To promote Central Queensland Institute of TAFE as a non-discriminatory provider of vocational training. ? Strategy 2.1.1 Initiate Institute recruitment, promotional and marketing strategies that encourage participation by people with disabilities. Action 1: Develop Institute commitment statements for inclusion in all publicity material. Action 2: Circulate promotional brochures and material on disability support services to schools, government departments, community groups, etc. Action 3: Liaise with schools, transition officers, prospective students and community networks. Action 4: Participate in community expos, career markets and other promotional opportunities. ? Responsibility: Communications Officer and Disability Support staff. ? Performance Indicator and Timeframe 1: Recruitment, promotional and marketing strategies initiated, maintained and reviewed on an ongoing basis. ? Performance Indicator and Timeframe 2: Increased participation in Central Queensland Institute of TAFE courses by people with disabilities. ? Objective 2.2 To enhance enquiries and admissions procedures for people with disabilities at CQIT. ? Strategy 2.2.1 Develop Institute enquiry and admissions procedures to encourage non-discriminatory practices and self disclosure of people with disabilities. Action 1: Review and modify current procedures to maximise the opportunities for self disclosure. Action 2: Designate personnel within the Admissions Centre at each college to act as Disability Contact Officers. Action 3: Organise training for Admissions staff in disability awareness and referral to appropriate support staff (responsibility package). Action 4: Provide information on special entry provisions and admissions procedures in alternative formats. ? Responsibility: Corporate Services Managers and Disability Support staff. ? Performance Indicator and Timeframe 1: Staff training initiated, maintained and reviewed on an ongoing basis. ? Performance Indicator and Timeframe 2: Increased referrals to Disability Support Staff and client satisfaction. Program and Course Delivery Current Practices Some processes have been developed to obtain information on curriculum materials to meet the needs of people with disabilities. Courses and materials are currently being trialled at CQIT. Teaching staff currently employ inclusive teaching strategies to the best of their abilities to meet the needs of students with a disability. Training in disability awareness and inclusive teaching strategies is offered to teaching teams through staff inductions, written materials and training sessions. Awareness of and training in adaptive technology is limited. Students with disabilities are generally well catered for in the provision of library services. User friendly computer software, some adaptive technology, ergonomic equipment and supportive staff are usually available to students. Goal 3: To ensure current best practice in course delivery to meet the needs of people with a disability. ? Objective 3.1 To identify programs / courses / curriculum materials that are currently available to specifically meet the needs of students with a particular disability. ? Strategy 3.1.1 Develop processes to obtain information regarding appropriate curriculum materials from other education and training institutions. Action 1: Initiate research towards establishing a database of materials by contacting appropriate educational and training institutions. Action 2: Establish and manage this database and circulate information to relevant Institute staff, teachers/delivery teams for evaluation and possible implementation. ? Responsibility: Disability Support staff and Associate Directors. ? Performance Indicator and Timeframe: Database initiated and maintained on an ongoing basis. Information circulated for response on an as needs basis. ? Objective 3.2 To equip staff with the skills and knowledge to develop and adopt appropriate delivery (teaching and assessment) strategies to accommodate the needs of students with a disability. ? Strategy 3.2.1 Organise staff induction and training in programs designed to increase awareness of disability issues and enhance skills for inclusive/alternative delivery strategies. Action 1: Formulate and provide specialised information on disability awareness and delivery strategies to staff/teaching teams. Action 2: Establish a resource base of information on disability issues and adaptive technology for staff to access. Action 3: Provide training to staff in the use of adaptive technology on an as needs basis. Action 4: Initiate, monitor and provide and support facilitators in the delivery of staff training in the following nationally accredited certificate courses: • CNRES001 Certificate III in Vocational Education and Training Administration (Disability) • CNRES002 Certificate IV in Vocational Education and Training (Disability) Action 5: Monitor staff access to Access and Equity document 'Making Assessment Work for Everyone: A Hands On Guide for Teachers and Assessors' ? Responsibility: Staff Development Officer and Disability Support staff. ? Performance Indicator and Timeframe 1: Evaluation of all staff to gauge satisfaction with regard to provision of adequate training in disability awareness to be carried out on a yearly basis commencing December 1998. ? Performance Indicator and Timeframe 2: Establishment by December 1998 and monitoring of resource database on an ongoing basis. ? Objective 3.3 To ensure provision of library services for students with a disability. ? Strategy 3.3.1 Develop and monitor processes to ensure provision of access to library services for students with a disability. Action 1: Liaise with disability support staff regarding appropriate adaptive technology and equipment to assist students. Action 2: Provide equipment or technology on an as needs basis. Action 3: Provide option of an extended loan period for students with a disability. Action 4: Provide section for students with a disability in Library Guide advising students of specific library services, adaptive technology and equipment. ? Responsibility: Library staff and Disability Support staff. ? Performance Indicator and Timeframe: Evaluation of library services for students with a disability to be carried out on a yearly basis commencing December 1998. Quality Service Current Practices Central Queensland Institute of TAFE has National Association of Testing Authorities (NATA) Certification Services International accreditation in Quality Assurance. To date no review of quality procedures with regard to the provision of services to people with a disability has taken place. Goal 4: To ensure people with a disability are assured a quality service at Central Queensland Institute of TAFE. ? Objective 4.1 To ensure Central Queensland Institute of TAFE quality assurance procedures address the needs of people with a disability. ? Strategy 4.1.1 Inform the Institute Quality Council of developments in the provision of services for people with a disability under the Disability Discrimination Act and the need for their inclusion. Action 1: Approach the Institute Management Group to advise the Quality Council of the needs for provision for people with a disability under the Disability Discrimination Act. Action 2: Initiate a Quality Improvement form and lodge with the Quality Unit. ? Strategy 4.1.2 Review, modify, develop and monitor, where appropriate, current quality assurance procedures to adequately address the needs of people with a disability. Action 1: Follow the quality improvement process in response to areas of concern identified, in particular grievance processes for students and staff with a disability. ? Responsibility: Disability Support staff in consultation with the Quality Unit. ? Performance Indicator and Timeframe: Central Queensland Institute of TAFE quality assurance procedures better reflect the needs of people with a disability. Initial review to be completed by December 1998 and reviewed on a yearly basis. Resource Allocation Current Practices No budget committed to disability services currently exists at Central Queensland Institute of TAFE. There is one Disability Services Officer (0.5) at Rockhampton, one Disability Services Officer (0.2) at Mackay, a Counsellor who assumes this role (0.2) at Central Highlands and no disability-specific staff at Gladstone other than in a contact role. There are no staff currently employed at Institute level either in the disability or access and equity capacity. There are no funds readily available specifically for equipment or learning support for people with a disability other than through the Individual Learning Support fund. This fund is currently managed by the Access and Equity Network in Brisbane and submissions for funding are compiled by CQIT disability support staff on a twice yearly basis. This funding is only for study-specific equipment and provision of learning support for students with a disability. Goal 5: To ensure adequate human, financial and physical resources are allocated to disability services at Central Queensland Institute of TAFE. ? Objective 5.1 To establish a budget committed to disability services at Central Queensland Institute of TAFE. ? Strategy 5.1.1 Demonstrate the need to allocate funding for the provision of staff and services for students with a disability. Action 1: Initiate an ongoing needs evaluation process with regard to support and services provided by disability support staff of CQIT. Action 2: Compile monthly statistics and maintain Institute records on students with a disability at CQIT. Action 3: Compile and present an annual report and budget submission to Institute management. ? Strategy 5.1.2 Commit funds for ongoing financial obligations with regard to staff and services for students with a disability. Action 1: Maintain financial records in accordance with Institute procedures. ? Responsibility: Disability Support staff in consultation with the Institute Finance Unit. ? Performance Indicator and Timeframe: Budget for disability services established by 30 June 1999 and maintained on an ongoing basis. ? Objective 5.2 To access adequate Individual Learning Support funds to address the resource and learning support needs of students with a disability at Cental Queensland Institute of TAFE. ? Strategy 5.2.1 Access Individual Learning Support funding to provide support as outlined in the needs evaluation process (Strategy 5.1.1). Action 1: Support students with applications for Individual Learning Support funding according to the Implementation Strategy for the Vocational Education and Training Disability Policy (Appendix 4 - Resourcing the VET Disability Strategy). Action 2: Maintain accurate records and accounts detailing the expenditure and outcomes achieved as required by the managing agents of the Fund. Action 3: Produce and lodge any appropriate reports regarding expenditure ILS funding as requested by the managing agents or according to Implementation Strategy. ? Responsibility: Disability Support staff. ? Performance Indicator and Timeframe: Provision of assistance to students on an ongoing basis. Reporting to be made as detailed in guidelines. Community and Industry Recognition Current Practices Disability support and other CQIT staff have developed significant links with the Disability community and industry networks. These contacts include Commonwealth funded employment support services agencies (CETPS), government/private community service providers and Job Network providers. Co-operative arrangements with some providers have or are in the process of being established. Staff regularly attend disability meetings, forums and information sessions. Disability support staff are actively involved in disability networks and promote services offered by Central Queensland Institute of TAFE. Goal 6: To reinforce community and industry recognition of the value of vocational training for people with disabilities. ? Objective 6.1 To develop and maintain community networks to reinforce public recognition of the support available for people with disabilities at Central Queensland Institute of TAFE. ? Strategy 6.1.1 Establish and maintain a co-operative network with community service providers and individual stakeholders. Action 1: Actively participate in regional disability networks and other forums focussing on training for people with a disability in the VET sector. Action 2: Maintain co-operative partnerships with community service providers and individual stakeholders. ? Responsibility: Disability support staff ? Performance Indicators and Timeframe: Community networking, together with attendance and participation at appropriate forums documented in Annual Report. ? Objective 6.2 To develop and maintain industry networks that promote the employment of students with disabilities trained at Central Queensland Institute of TAFE. ? Strategy 6.2.1 Establish and maintain co-operative partnerships with industry to enhance employment outcomes for students with a disability. Action 1: Liaise with Job Placement Officers, Job Network and other employment agencies, government departments and industry. Action 2: Develop and maintain networks with appropriate agencies to assist in establishing co-operative partnerships. ? Strategy 6.2.2 Actively promote the employment of students with a disability from Central Queensland Institute of TAFE to industry networks. Action 1: Inform relevant industry employers of students with a disability participating in or completing courses. Action 2: Advise industry employers of incentive programs available to encourage the employment of people with a disability. Action 3: Utilise media outlets and other publicity sources to promote the success of students with a disability in the labour market. ? Responsibility: Business Development Units in consultation with Disability Support and Job Placement staff. ? Performance Indicator and Timeframe: Initial consultations and development of listings of industry contacts completed by December 1998. Improved employment outcomes for students with a disability (statistics from Job Placement Officers) on an ongoing basis. Recruitment and Employment Current Practices CQIT's recruitment and employment practices are consistent with the Department of Employment, Training and Industrial Relations (DETIR), Recruitment and Selection Manual. Attention of the selection panel members is drawn to the Recruitment and Selection Manual in their appointment to a selection panel notification. In particular Section 6.2 of this manual refers to selection panels responsibility to ensure adherence to the principle of reasonable adjustment where special needs for adjustment to mobility or sensory impairment are necessary. DETIR's Recruitment and Selection processes meet the requirements of the Equal Opportunity in the Public Employment Act 1992 and the Anti-Discrimination Act 1991. Training for selection panels members is available, with CQIT organising for this training to occur on a regular basis. Part of this training covers panel member's responsibilities to applicants in respect of EEO and Anti-Discrimination considerations. Goal 7: To eliminate, as far as possible, discrimination against persons on the grounds of disability in the area of employment. ? Objective 7.1 To enhance enquiries and recruitment procedures for people with disabilities at Central Queensland Institute of TAFE. ? Strategy 7.1.1 Enhance opportunities for people with disabilities who enquire about positions at Central Queensland Institute of TAFE. Action 1 Establish a database of people with a disability and organisations who enquire about or apply for positions. Action 2 Survey/follow up on a periodic basis people with a disability or organisations to benchmark the recruitment process. Action 3: Designate a person within the Institute as a contact officer to deal with disability recruitment issues. ? Strategy 7.1.2 Ensure recruitment advertisements encourage prospective employees with a disability to apply for positions at Central Queensland Institute of TAFE. Action 1: Review Equal Employment Opportunity wording in advertisements to reflect that CQIT will make all reasonable accommodations to assist and encourage people with a disability to apply for positions. ? Strategy 7.1.3 Ensure better identification of appropriate positions within the Institute for people with a disability. Action 1: Provide appropriate training for staff responsible for recruitment about relevant disability issues and ways to assist people with a disability in gaining employment. ? Strategy 7.1.4 Develop processes to ensure the Institute makes maximum use of relevant employment agencies and incentive programs to employ people with a disability. Action 1: Make regular contact with appropriate external agencies in order to facilitate the best use of outside resources to recruit people with a disability. ? Responsibility: Manager, Human Resources Unit. ? Performance Indicator and Timeframe: Database established by December 1998. Increase in employment of people with a disability at Central Queensland Institute of TAFE achieved. ? Objective 7.2 To ensure staff access to asset replacement funding for the purchase or modification of equipment for people with a disability. ? Strategy 7.2.1 Identify and make submission for appropriate funding for both new and existing staff requirements. Action 1: Review current needs for special equipment and workplace modifications. Action 2: Prioritise and allocate available funds to allow purchase or modification of equipment. ? Responsibility: Physical Resources Manager. ? Performance Indicator and Timeframe: Review of current needs undertaken by December 1998. Allocation of funding and prioritisation of needs on an ongoing basis using predetermined needs criteria. ? Objective 7.3 To ensure that staff are aware of the support provided by departmental or external services to assist staff members with a disability in the workplace. ? Strategy 7.3.1 Advise staff of support and availability to staff with disabilities by departmental or external service agencies. Action 1: Assess current situation with regard to employee assistance, Institute policy and external service provision in the area of provision of support to and training of staff with disabilities. Action 2: Disseminate information regarding options for staff with disabilities via appropriate channels. ? Strategy 7.3.2 Provide staff with a disability with appropriate support to enable access to training opportunities. Action 1: Encourage staff with a disability to indicate their support needs. Action 2: Provide adequate support for staff with a disability to access training opportunities. ? Responsibility: Human Resources Manager and Disability Support staff. ? Performance Indicator and Timeframe: Advice disseminated to staff by December 1998 and updated on an ongoing basis. Evaluate staff satisfaction with support provision. REFERENCES Commonwealth of Australia, Disability Discrimination Act, 1992. Cooloola Sunshine Institute of TAFE, Disability Discrimination Act Action Plan, 1997. Department of Training and Industrial Relations, Vocational Education and Training Disability Policy, 1998. Department of Training and Industrial Relations, Implementation Plan for the Vocational Education and Training Disability Policy, 1998. Human Rights and Equal Opportunity Commission, Disability Discrimination Act Action Plans: A Guide for the Tertiary Education Sector, 1996. Royal Melbourne Institute of Technology, Disability Support Program Strategy Plan, 1994. TAFE Queensland Social Justice Network, Developing an Institute Disability Discrimination Act Action Plan, 1996. University of Newcastle, Disability Action Plan, 1994. University of Technology, Sydney, Disability Action Plan. Wide Bay Institute of TAFE, Disability Discrimination Act Action Plan, 1997.