TAPE TASMANIA
DISABILITY ACTION
PLAN OBJECTIVES
1999-2000

DISABILITY

Tasmania
BACKGROUND
In recent years there has been a concerted national effort to improve the participation rates of people with disabilities in vocational education and training. The Australian National Training Authority (ANTA) sets as a priority, increased participation and outcomes in vocational education and training of people with a disability.
In 1994 FlexAbility. A Strategic Framework for People with Disabilities in TAPE was endorsed by the National TAFE Chief Executives Committee. FlexAb/7/ty was developed "to assist State/Territory TAFE systems to equalise opportunities for people in vocational education and training with disabilities"
The staff development kit Responses/fly was developed to: "equip TAFE and Adult Education staff with the skills to make equitable provision for students with disabilities". The package has been actively promoted to staff in Tasmania since 1994. Also 'Inclusive practice is good practice' has been produced this year and is a resource guide for teachers and support staff.
The Code of Practice for Tertiary Institutions: Students with Disabilities, was introduced in 1998 and was intended to:
•	establish a set of guidelines which will lead to a coherent approach to the planning and
delivery of services,
•	identify and document examples of best practice in institutional responses to students
with disabilities, and
•	recommend a national minimal standard of service and support.
A working party of the Ministerial Council on Employment, Education Training and Youth Affairs (MCEETYA) is currently considering the feasibility of DDA Education Standards. Should Standards be introduced it would be unlawful not to comply.
The Australian National Training Authority's (ANTA) "National Strategy for Vocational Education and Training 1998-2003" document and the TAFE "Strategy One" Corporate Plan provide the framework for the implementation of the intentions of legislation and this policy.
THE DISABILITY DISCRIMINATION ACT 1992
The Disability Discrimination Act 1992, makes it unlawful for a tertiary institution to discriminate against a person on the grounds of a person's disability. TAFE Tasmania has developed a 'Policy for Students with a Disability'. Under the Act an institution cannot:
•	refuse or fail to accept the person's application for admission as a student; or
•	impose terms and conditions upon the student that are not otherwise imposed on deny
student access or benefits provided or available to other students; or
9    exclude a student because of a disability, students without a disability; or
An institution is expected to make reasonable adjustment unless to do so would cause unjustifiable hardship.
Registered Document - Disability	11/11/99	1/15

As defined by the Act "disability", in relation to a person means:
•	total or partial loss of the person's bodily or mental functions.   For example, a person
who has a vision or hearing impairment or quadriplegia, brain injury or epilepsy;
•	total or partial loss of a part of the body. For example, a person who has an amputation
or a person who has had a hysterectomy;
•	the presence on the body of organisms capable of causing disease or illness.    For
example a person with AIDS, or allergies;
•	the malfunction, malformation or disfigurement of a part of the person's body.    For
example a person with a birthmark or scars, or a person with diabetes or asthma;
•	a disorder or malfunction that results in the person learning differently from a person
without the disorder or malfunction.   For example, a person with dyslexia, autism or an
intellectual disability;
•	a disorder, illness or disease that affects a person's thought processes, perception of
reality, emotions or judgment or that results in disturbed behaviour.   For example, a
person with a mental illness, neurosis or personality disorder;
and includes a disability that:
•	presently exists; or
•	previously existed but no longer exists, for example, someone who had an episode of
mental illness
•	may exist in the future, for example, a person with a genetic disposition to a disease; or
•	is imputed to a person, for example, assuming an homosexual man has AIDS.
TAFE TASMANIA
TAFE Tasmania is the major provider responsible for the planning, co-ordination and delivering of vocational education and training and adult and community education in Tasmania.
One of TAFE Tasmania's aims is to achieve open and equitable access to vocational education and training for individuals by:
•	improving distribution of information to the community about training opportunities;
•	increasing, promoting and supporting the implementation of competency based training,
flexible delivery and recognition of prior learning;
•	identifying and removing barriers, establishing targets and actively encouraging greater
participation in vocational education and training in Tasmania;
•	supporting national access and equity strategies; and
•	providing appropriate counselling and support services.
TAFE TASMANIA FRAMEWORK FOR THE PLAN
'DVETs Disability Action Plan1 was developed in 1997. TAFE Tasmania's framework for this action plan has been developed from this original 'DVET Action Plan 1997', and the 'Report on the status of this Plan' in March 1998.
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THE TAFE TASMANIA DISABILITY ACTION PLAN OBJECTIVES 1999
While TAFE Tasmania has demonstrated a willingness to accommodate the needs of individual persons with disabilities there remain barriers to equal access, participation and achievement of successful outcomes. Much of what is required to reduce many of those barriers wiil not incur great cost, but can be largely overcome by changes in generic practices.
Objective 1 Objective 2 Objective 3
Objective 4 Objective 5
Objective 6 Objective 7
Objective 8 Objective 9 Objective 10
In order to achieve better access, increased participation and successful outcomes for people with disabilities TAFE Tasmania has set the following objectives to:
Inform current students, enrolling students and the broader community, of TAFE Tasmania's commitment to equitable access.
Ensure that students with disabilities are informed about TAFE Tasmania programs and the services TAFE Tasmania provides.
Improve enrolment procedures to ensure that people with disabilities receive timely advice and appropriate support.
Ensure that selection procedures are non-discriminatory.
Ensure that delivery and assessment strategies accommodate the individual needs of students with disabilities while still maintaining standards of vocational education and training.
Ensure that any remaining resources purchased or developed by TAFE, do not create barriers for access, participation and outcomes for people with disabilities and to assist staff to use inclusive practices.
Ensure that all TAFE Tasmania staff are aware of their responsibilities and rights under the DDA 1992 and TAFE Tasmania's 'Policy for Students with a Disability' and of ways to enhance equitable provision for people with disabilities.
Ensure the provision of appropriate, effective and efficient disability support services.
Ensure that physical barriers are minimised and future planning takes into account the needs of people with disabilities.
Ensure that the Action Plan is implemented and evaluated annually.

 

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OBJECTIVE!:

To inform current students, enrolling students and the broader community, of TAPE TASMANIA commitment-to equitable access.

Strategy No. 1.1          Promote the Disability Action Plan	PROGRESS	TIME/STATUS	
Action 1.1.1	Distribute TAPE TASMANIA'S Action  Plan     to every Institute, administrative unit and Student representative body and publish it on the Internet by December 1999. Responsibility - Regional General Managers			
Action 1.1.2	Inform community disability organisations of the Action Plan by December 1999 Responsibility   -   General   Manager   TAFE   Services Consortium			
Indicators	•   Actions completed			

Strategy No. 1.2        Inform the wider community of the TAFE TASMANIA'S commitment to  people with disabilities.	PROGRESS	TIME/STATUS	
Action 1.2.1	Include a short statement expressing TAFE Tasmania's commitment to equitable opportunities for people with disabilities   in   all   new   promotional   and   advertising material Responsibility -General Manager TAFE Marketing			
Action 1.2.2	Develop and make available TAFE Tasmania's 'Policy for Students with a disability'   in a range of formats by December 1999 Responsibility   -   State   Team   Co-ordinator   Student Services, Disability Liaison Officers			
Action 1.2.3	Include a contact number for disability support services in all new general promotional and advertising material Responsibility - General Manager TAFE Marketing			
Indicators	•   Actions completed			

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OBJECTIVE 2:

To ensure  that students  with  disabilities  are  informed  about TAFE Tasmania programs the services it provides

Strategy No. 2.1         Provide   general   information   through   a range of media and formats	PROGRESS	TIME/STATUS	
Action 2.1.1	Promote to all TAFE staff the guide 'Inclusive practice is good practice', for producing information in accessible formats by December 1999 eg. Braille, large print, audio, electronic format, etc. Responsibility   -   State   Team   Co-ordinator   Student Services to co-ordinate with Disability Liaison Officers			
Indicators	• increase in the range of material in alternate formats			

Strategy No. 2.2         Develop and promote a "Guide for Students with   Disabilities"   brochure  in   print and electronic media.	PROGRESS	TIME/STATUS	
Action 2.2.1	Develop and produce guide by December 1999 Responsibility   -   State   Team   Co-ordinator,   Student Services, Disability Liaison Officers			
Action 2.2.2	Promote guide so it is accessible to all enrolling students Responsibility - Team Leaders, TAFE Services (Front Office, Student Services and marketing staff)			
Indicators	•   guide produced and promoted			

Strategy No. 2.3
Action 2.3.1
Inform prospective and enrolled students of the disability support services available
Review campus publicity of   contact numbers of the
Disability Liaison Officers, student services    staff   to
ensure coverage in first contact areas, such as foyers,
information areas and reception areas
Responsibility - Disability Liaison Officers	

PROGRESS

TIME/STATUS

Action 2.3.2

Ensure that the Disability Liaison Officer or student services staff, are present on course information and enrolment days to provide information about disability support services
Responsibility - Regional Managers, DLO's and student service staff.

Action 2.3.3
Action 2.3.4
Indicators

Prominently   display   the   "Guide   for   Students   with
Disabilities" at enrolment points and at administration
offices.
Responsibility - Disability Liaison Officers	
a)	promote the use of the 'Students Preparation and
Orientation Training Kit' by teachers on the first day of
class.
Responsibility   -    State   program   managers,    Team Leaders.
b)	Review the  effectiveness  of this   kit  in   meeting
orientation   needs    of   students   with   disabilities.
Responsibility DLO's	
•	increase in the number of student inquiries  about
services
•	increase in number of students accessing services
•	
Registered Document - Disability

OBJECTIVES:

To improve enrolment procedures to ensure that people with disabiiities receive timely advice and appropriate support

Strategy No 3.1            Review the enrolment process	PROGRESS	TIME/STATUS	
Action 3.1.1	Review questions relating to disability on   enrolment or application forms and expressions of interest and ensure that Disability Liaison Officers are consulted. Responsibility - State Team Co-ordinator Student Services and Disability Liaison Officers			
Indicators	•   reviews completed			

Strategy No. 3.2        Provide  timely   contact with   students who disclose on the enrolment form that they have a disability	PROGRESS	TIME/STATUS	
Action 3.2.1	Enrolling  personnel will  send  copies of    Student Advice Forms to the disability liaison officers. Responsibility - State Program Managers and Team Leaders			
Action 3.2.2	The disability liaison  officers will  regularly check TAFEMIS and AelMS data for students who have indicated that they have a disability Responsibility - Disability Liaison Officers			
Action 3.2.3	Collect data annually on the number of students who receive advice and support Responsibility - Team Leaders and Disability Liaison Officers			
Indicators	•   increase in the number of students who receive advice and support •   Increase in student satisfaction			

Strategy No. 3.3        Monitor   the   confidentiality   policy   to ensure  that   information   provided   by students about their disability is treated confidentially	PROGRESS	TIME/STATUS	
Action 3.3.1	To    ensure    that    any    modifications    or    new Management   information   Systems   have   clearly documented protocols and access rights Responsibility - Systems Manager TAPE Services			
Action 3.3.2	Advise staff annually of the confidentiality policy and its purpose Responsibility - Regional General Managers			
Action 3.3.3	State the purpose and use of the information on forms requesting self-identification Responsibility - General Manager TAPE Services Consortium   (Enrolment   review   group)Operations Manager, Customer Services/Enrolment Group			
Indicators	•   confidentiality   policy   in   place   and   distributed annually			

Registered Document - Disability

I/11/99

OBJECTIVE 4:

To ensure that selection procedures are non-discriminatory

Strategy No. 4.1         Inform   prospective   students   in   preselection information         that adjustments to the selection process can be made if necessary.	PROGRESS	TIME/STATUS	
Action 4.1.1	Review all pre-selection information by July 2000 Responsibility     -     General     Manager     Training Consortium			
Action 4.1.2	Include in pre-selection information a statement addressing entry considerations for people with a disability by July 2000 Responsibility - General Managers Training Consortium			
indicators	•   prospective students with disabilities are aware that   adjustments   can   be   made   to   selection processes			

Strategy No. 4.2         Provide      alternative      methods      of assessing students with a disability on request.	PROGRESS	TIME/STATUS	
Action 4.2.1	Promote the "Inclusive Practice is Good Practice" information about alternative assessment methods for students with a disability to teachers . Responsibility - Disability Liaison Officers			
Indicators	•   students indicate satisfaction on End of Module and other survey forms			

Strategy No. 4.3         Review selection criteria to ensure they are      essential   to   courses   and   non discriminatory	PROGRESS	TIME/STATUS	
Action 4.3.1	Develop guidelines by which selection criteria can be assessed by July 2000 Responsibility   -    State    Program    Managers   in consultation with DLO's			
Action 4.3.2	Assess  each course  against the guidelines  and modify selection criteria if necessary by December 2000 Responsibility - State Program Managers			
Indicators	•   Guidelines developed •   non discriminatory selection criteria in place			

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OBJECTIVE 5:

To ensure that delivery and assessment strategies accommodate the individual needs of students with disabilities while still maintaining standards of vocational education and. training

Strategy No. 5.1          Establish        mechanisms    that    allow students   with   disabilities  to   provide advice/feedback on issues which effect them	PROGRESS	TIME/STATUS	
Action 5.1.1	Encourage the establishment of peer support groups Responsibility - Disability Liaison Officers			
Action 5.1. .2	Encourage students with disabilities representation on student councils Responsibility - Disability Liaison Officers			
Action 5.1.3	Conduct annual survey of student satisfaction with delivery, assessment,  support services, vocational placements Responsibility - State Team Co-ordinator, Student Services and Disability Liaison Officers			
Indicators	•   Student satisfaction survey implemented			

Strategy No. 5.2         Develop and distribute   the "Inclusive Practices Resource for teachers".	PROGRESS	TIME/STATUS	
Action 5.2.1	Distribute the 'Inclusive Practice is good Practice1 resource to teachers and develop a strategy for promotion of the guide within TAFE Tasmania. Responsibility - State Team Co-ordinator Student Services and Disability Liaison Officers			
Indicators	•   guide developed and distributed and •    promotion undertaken			

Strategy No. 5.3         Develop   practices   that  minimise  the effect of                    absenteeism related to disability	PROGRESS	TIME/STATUS	
Action 5.3.1	Provide in advance information in accessible format to students about training requirements eg. Course schedules. Responsibility   -Team    Leaders,    State    Program Managers			
Action S.3..2	Provide relevant resources and matenais to students who are absent as a result of disability Responsibility - Team Leaders			
Action 5.3.3	Develop  procedures for note taking  services  by December 1999 Responsibility — Disability Liaison Officers			
Indicators	•   improved outcomes for students with disabilities			

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Strategy No. 5.4

Revise grievance and complaints procedures so that they include training delivery and assessment and are accessible to students

PROGRESS

TIME/STATUS

Action 5.4.1

Review  grievance  and  complaints  procedures  by December 1999
Responsibility - Genera! Manager TAPE Services consortium, General Manager Human Resources

Action S.4..2

Inform    students   of   grievance    and   complaints procedures in an accessible format Responsibility     -     General     Manager     Human Resources,    General    Manager    TAPE    Services consortium.

Action 5.4.3
Indicators

Train disability liaison officers as discrimination and
harassment officers to better enable them to assist
students
Responsibility -DLO's and General Manager Human
Resources
review completed and revisions made if necessary survey indicates students aware of grievance and complaints procedures all Disability Liaison Officers trained information available in accessible format

Strategy No. 5.5         Provide suitable and  accessible work placement  venues   for  students   with disabilities	PROGRESS	TIME/STATUS	
Action 5.5.1	Check that venues for work placement are physically accessible for people with disabilities Responsibility - Team Leaders and Disability Liaison Officers			
Action 5.S..2""	Provide assistance with transport to venues where distance and cost could disadvantage a person with a disability Responsibility - Team Leaders			
Indicators	•   student    satisfaction    with    access    to    work placements			
Registered Document - Disability

OBJECTIVE 6:

To ensure that any training resources purchased or developed by TAFE, do not create barriers for access, participation and outcomes for people with disabilities and to assist staff to use inclusive practices.

Strategy No. 6.1          Ensure   all   courses   are   inclusive   of students with disabilities	PROGRESS	TIME/STATUS	
Action 6.1.1	Develop and pilot a checklist to assess curriculum by December 2000 Responsibility     -     Genera!     Manager     Training consortium, and State Program Managers			
Action 6.1. .2	Assess accreditation applications against a checklist Responsibility     -     General     Manager     Training consortium and State Program Managers			
Action 6.1.3	Review checklist each year Responsibility     -     General     Manager     Training consortium			
Indicators	•   all curriculum inclusive of students with disabilities			

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OBJECTIVE 7:

To ensure that all TAPE Tasmania staff are aware of their responsibilities and rights under the DDA 1992 and TAPE Tasmania 'Policy for Students with a disability1 and of ways to enhance equitable provision for people with disabilities

Strategy No 7.1           All   full   time   TAPE   TASMANIA   staff undertake ResponseAb/7/fy training	PROGRESS	TIME/STATUS	
Action 7.1.1	Identify     staff     who     have     not     undertaken Response>4/)/7rfy training Responsibility - Regional General Managers			
Action 7.1. .2	Develop   a   three   year   strategy   for   delivery   of Response/\b///fy training Responsibility - Regional General Managers			
Action 7.1.3	Identify    resources    required    to    meet    training requirements Responsibility - Regional General Managers			
Action 7.1.4	Raise awareness of TTY locations and Information on the National Relay Service to TAPE Staff Responsibility - Institute General Managers			
Action 7.1.5	Implement and evaluate the Response/AMYy strategy Responsibility - Regional General Managers			
Indicators	•   increase in number of staff who have undertaken ResponseyAJb/7/Yy training			

Strategy No. 7.2        Include modules from ResponseAbility In the training and induction packages for part time staff	PROGRESS	TIME/STATUS	
Action 7.2.1	Integrate modules from ResponseAb//tfy in part time teachers induction package by December 1999 Responsibility -General Manager Human Resources			
Indicators	•   action completed •   number of part time staff who have completed new induction package			

Strategy No. 7.3         Advise       staff       of      their       legai responsibilities and rights  under the Disability Discrimination Act 1992	PROGRESS	TIME/STATUS	
Action 7.3.1	Organise   information   sessions   with   input   from disability liaison officers, students with disabilities and    Human    Rights    and    Equal    Opportunity Commission for all staff members on an ongoing basis Responsibility - Regional Managing Directors			
Indicators	• no of staff receiving advice about DDA 1992			
Registered Document - Disabilitv

OBJECTIVE 8:

To ensure the provision of appropriate, effective and efficient disability support services

Strategy No. 8.1          Employ at least one full time Disability Liaison Officer in each region	PROGRESS	TIME/STATUS	
Action 8.1.1	Part-time positions review Responsibility -TAFE Services consortium			
Indicators	•   a full time DUO employed in each region by end of 1999			

Strategy No. 8.2         Provide     assistive     technology     and [earning support	PROGRESS	TIME/STATUS	
Action 8.2.1	Allocate and monitor funding for support services to meet student needs Responsibility  -   TAFE   services   consortium   and Regional General Managers			
Action S.2..2	Provide    information    Technology    Services   with training required in assistive technology software. Responsibility - Manager, Information Services			
Action 8.2.3	Keep comprehensive records of the type and level of support provided Responsibility - State Team Co-ordinator, Student Services and Disability Liaison Officers.			
Indicators	•   annual student survey indicates satisfaction with the level of assistance provided			
Reaistered Document - Disability

OBJECTIVES:

To ensure that physical barriers are minimised and future planning takes into account the needs of people with disabilities

Strategy No. 9.1          Develop a plan to progressively upgrade facilities	PROGRESS	TIME/STATUS	
Action 9.1.1	Conduct physical access audits and analyse data collected Responsibility - Manager, Facilities   and Regional general Manager			
Action 9.1. .2	Prioritise the upgrading of existing facilities using a risk management approach Responsibility   -   Facilities   ,   Regional      General Managers			
Action 9.1.3	Develop a plan Responsibility - Manager, Facilities			
Indicators	•   strategic olan developed by December 1999			

Strategy No. 9.2         Establish a mechanism to ensure that people with disabilities identify and offer solutions to physical barriers	PROGRESS	TIME/STATUS	
Action 9.2.1	Disability liaison officers to survey individual students to identify physical barriers Responsibility - Disability Liaison officers			
Action 9.2..2	Involve disability liaison officers in maintenance and capital works planning Manager Facilities & Regional General Managers			
Action 9.2.3	Consult  with   disability  organisations   on   physical access issues Responsibility - Manager Facilities and Disability Liaison officers			
Indicators	•   actions implemented			

Strategy No. 9.3         Progressively         upgrade    classroom furniture	PROGRESS	TIME/STATUS	
Action 9.3.1	Provide ergonomic furniture for students where an immediate need has been identified Responsibility - Regional General Managers			
Action 9.S..2	Replace all damaged furniture by the end of 1999 Responsibility -Regional General Managers			
Indicators	•   student satisfaction with improved furniture •   an increase in the number of ergonomic chairs in institutes			

Strategy No. 9.4        Develop accessible directory maps and information boards	PROGRESS	TIME/STATUS	
Action 9.4.1	Include campus maps displaying physical access, in student    diaries    in    'Student    Preparation    and Orientation Training Kit1 by end of 1999 Responsibility   -    TAPE   Marketing   and   Student Services			
Action 9.4..2	Place directory and information signs with large print in suitable locations around the campus by end of			

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	1999 Responsibility - Reqional General Managers			
Indicators	•   accessible signage •   campus maps in diary			
Registered Document - Disability

To ensure that the Action Plan isImplemented; and evaluated annually

Strategy No. 10.1      Monitor    the    implementation    of    this Action Plan	PROGRESS	TIME/STATUS	
Action
10.1.1	Performance  reports to  be provided to the Chief Executive Officer within 3 months of the end of the calendar year Responsibility - Regional General Managers, State Team Co-ordinator, Student Services and General Managers  TAPE sevices consortium and training consortium.			
Action 10.1.2	The Disability Liaison  Officers and Team  Leader, (Student Services) to meet at least annually, and more  frequently  when   necessary  to   co-ordinate, monitor and review the Action Plan then report to the Chief Executive Officer Responsibility - General Manager TAPE Services consortium.			
Indicators	• Actions on target with set timeframes			
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