Disability and health conditions

Flinders University’s commitment to providing an environment where students and staff with disability are valued, supported and encouraged, and are able to, as far as practicably possible, participate fully and independently in the life of the University.

A 'disability' can be a:

medical condition
mental health condition
learning difficulty
or any disability that impacts on study

The University has several resources and tools to assist both staff and students with disabilities.

Staff with disabilities

Information for staff with disabilities

Managing staff with a disability

Disability and Access Committee

Supporting students

Student's mental health
Students with a disability
College disability academic advisors

Disability action plan

This Disability Action Plan (DAP), in conjunction with the Disability policy, sets out the University’s approach to meeting its obligations and responsibilities under the Commonwealth Disability Discrimination Act (DDA) 1992 and the associated Disability Standards for Education 2005. The DAP takes account of the Universities Australia (formerly Australian Vice-Chancellors’ Committee (AVCC)) Guidelines on Information Access for Students with Print Disabilities (November 2004) and Guidelines Relating to Students with Disabilities (May 2006) which were predicated on the following two key principles:

(i) that Universities will uphold academic standards such that students graduate with the requisite skills and knowledge associated with the degree conferred; and

(ii) that Universities provide students with disabilities with the opportunity to realise their academic and social potential and to participate fully in university life.

Objectives

Consistent with the University’s commitment to creating an equitable and inclusive environment for people with disabilities studying and working at Flinders, and the Key Strategies embodied within Flinders University Strategic Plan 2016-2025 – Making a Difference: The 2025 Agenda, the DAP details strategies and defines success indicators within the context of the following six primary objectives:

Objective 1 – Encourage people with disabilities to apply for courses and provide appropriate facilities and services

Success indicators:

Access and participation rates of students with disabilities improve.
Inherent requirements of courses, including any that are specific to work placements or subsequent employment opportunities, are clearly articulated.
Students with disabilities are visible and valued within the University community and Flinders is perceived externally as an ‘inclusive’ study environment.
Staff and students engaged in promotional and support activities with prospective and new students are appropriately trained and informed with respect to the University’s policies with respect to students with disabilities.

Strategies	Responsibility delegated to	Targets	Timeframe
Review University promotional material provided to prospective students, careers advisers, secondary schools, overseas agents etc. to ensure that it gives sufficient prominence to University policy relating to students with disabilities, and services available to students with disabilities	Director, Student Recruitment Executive Director, Strategic Marketing and Communications Executive Director, International Centre Disability Advisors	Review of promotional material undertaken, and redrafted as necessary	Annually – prior to the start of teaching
Course-specific promotional material to make specific reference to inherent requirements or other issues which may be of concern to prospective students with disabilities, e.g. mode of delivery, work placement or fieldwork requirements, and future employment limitations	Deputy Vice Chancellor (Academic) Faculty General Managers Executive Director, International Centre Course Coordinators Disability Advisors	Review of existing material undertaken, and redrafted as necessary	2018
Ensure that front-line enquiry staff in Student Centre and Faculty/School Offices, and all staff representing the University at joint Universities/TAFE Information Days, Open Days, Education Fairs etc., are fully conversant with Flinders University Disability Policy, and particularly the University’s legal obligations and the Principle of Reasonable Adjustment or Accommodation	Director, Student Recruitment Executive Director, International Centre Faculty General Managers Course Coordinators	All staff involved in recruitment and/or new student enrolment appropriately trained	Annual email
Maintain capacity to give special consideration to applications for admission from people with disabilities	Director, Student Recruitment	Increase in number of students with declared disabilities gaining access to Flinders	Ongoing
Enrolment packages and the SATAC Guide to include reference to the University’s Disability Policy and the principle of Reasonable Adjustment or Accommodations	Deputy Vice Chancellor (Academic) Director, Student Recruitment	Material reviewed and revised where necessary	Ongoing

Objective 2 – Student and Staff mental health and wellbeing is a prime consideration of the University, leading to the development of a Student and Staff Mental Health Action Plan

Success Indicators:

Support Staff are appropriately trained and informed with respect to the University's policies on mental health and wellbeing of students.
University staff are supported in their dealings with students experiencing mental health problems.
Managers and colleagues who work with staff experiencing mental health problems are supported.
Students and staff have opportunities for mental health education and development of skills and resilience.
Students who are experiencing mental health problems are provided with access to University support services and referral to external agencies where appropriate.
Students who are experiencing mental health problems are assisted to realise their full academic potential and to successfully complete their course of study.
Staff who are experiencing mental health problems are provided with appropriate adjustments to enable them to perform their jobs and to have access to career progression or promotion.

Strategies	Responsibility delegated to	Targets	Timeframe
Provide students and staff with opportunities for mental health education and development of resilience and skills	Director, Student Services Director, People and Culture Manager, Student Engagement Executive Director, Commonications, Marketing and Engagement Dean, Indigenous Strategy and Engagement Dean, Flinders Living	RU OK? Day and other promotional events	Ongoing
Provide students with culturally safe spaces as an essential part of their mental health and wellbeing	Director, Student Services Dean, Indigenous Strategy and Engagement Manager, Student Engagement Coordinating Chaplain, Oasis	Provision of Student Spaces: Oasis, Yunggorendi Student Common Room, Queer Space, Women's Room	Ongoing
Provide students experiencing mental health problems with access to University support services and referral to external services where appropriate	Deputy Vice-Chancellor (Students) Director, Student Services Manager, Student Engagement Dean, Indigenous Strategy and Engagement Dean, Flinders Living	Provision of and referral to Counsellors and Doctors at Health, Counselling and Disability service	Ongoing
Assist students who are experiencing mental health problems to realise their full academic potential and to successfully complete their course of study	Director, Student Services Manager, Student Engagement Dean, Indigenous Strategy and Engagement Dean, Flinders Living	Increased numbers of students with mental health problems visit Health, Counselling and Disability service	Ongoing
Support staff in their dealings with students experiencing mental health problems	Director, Student Services Dean, Indigenous Strategy and Engagement Dean, Flinders Living	Hold at least 6 workshops for staff each year	Ongoing
Continue to provide and promote the full range of services available to students	Deputy Vice Chancellor (Students) Director, Student Services Manager, Student Engagement Head, Student Leaning Director, Student Recruitment	Increased numbers of students access support services	Ongoing
Supervisors of staff are informed and assisted to respond appropriately around mental health and wellbeing	Director, People and Culture Associate Director, Work, Health and Safety Manager, Equal Opportunity and Diversity Manager, Professional Development Unit	Workshops at least twice a year	Ongoing
People and Culture advisors are informed and empowered to respond appropriately around mental health and wellbeing	Director, People and Culture Manager, Equal Opportunity and Diversity Manager, Professional Development Unit	Workshops or guest speakers at least twice a year	December 2018
Continue to provide and promote support available for staff	Director, People and Culture Associate Director, Work, Health and Safety	Employee Assistance Program is well resources and utilised; Flexible Employment Practices are well accessed	Ongoing
Continue to update and promote the University Wellbeing Calendar	Associate Director, Work, Health and Safety Manager, Sports Centre	Calendar is promoted at least twice a year	Ongoing

Objective 3 – Equitable teaching and learning opportunities are provided to all students

Success Indicators:

Improved success and retention rates of studens with disabilities.
Improved satisfaction of students with disabilities of thier study experience and course outcomes.
Staff have increased capacity and confidence in addressing the learning needs of students with disabilities.
Development of inclusive practices within mainstream teaching and learning strategies and structures.
Students with disabilities are actively consulted and their views inform teaching practices and University policies and procedures with respect to disability issues.

Strategies	Responsibility delegated to	Targets	Timeframe
The University's "Learning and Teaching" website to provide direct links to the University's Disability Policy and information relevant to teaching students with a disability	Deputy Vice Chancellor (Academic) Director, Centre for Innovation in Learning and Teaching Manager, Equal Opportunity and Diversity	Information on website, including links to other relevant websites reviewed and updated	February 2015
An academic staff member to be nominated in each Faculty as a Disability Academic Adviser and provided with appropriate training	Executive Deans Disability Advisors	Faculty Disability Academic Advisors identified in each Faculty, and appropriately trained	Ongoing
Staff to be reminded periodically of the UniversityGuidelines for Reasonable Adjustment to Assessment and Teaching Methods for Students with Disabilities (availabe as Appendix A of the University's "Assessment Policy and Procedures")	Deputy Vice Chancellor- Academic Disability Advisors Manager, Equal Opportunity and Diversity Faculty General Managers	University and Faculty newsletters include appropriate references on regular basis	At the start of each semester
Students with declared disabilites to be invited to obtain an Access Plan that details reasonable accommodations	Disability Advisers	All students who have declared a disability contacted and invited to be assessed for an Access Plan	Two weeks after the start of each semester
Ensure each Statement of Assessment Methods (SAM) includes a statement that outlines the process for students with disabilities who wish to negotiate reasonable adjustments to teaching or assessment methods.	Deputy Vice-Chancellor (Academic) Course/Topic Coordinators	Statement of Assessment Methods is reviewed and amended as necessary. Updated Statement is disseminated to Faculties.	Prior to start of each semester
Students with disabilities who are indentified as being "at risk" of preclusion from their course/topic to be individually counselled and supported as appropriate	Topic Coordinators Disability Advisors	Students with disabilities identified as being "at risk" individually counselled and supported as appropriate	Ongoing
Funded support services for individual students with disabilities (eg AUSLAN Interpreters) to be readily available	Disability Advisors	Keep abreast of developments in aids and technology designed to support teaching and learning of people with particular disabilities, and provide for their introduction to Flinders as the opportunity and/or need arises.	Ongoing
Flinders Foundation of University Teaching (FFOUT) to include an information session on issues relevant to teaching students with disabilites	Deputy Vice-Chancellor (Academic) Director, Centre for Innovation in Learning and Teaching	FFOUT for new academic staff to be reviewed to ensure that it contains sufficient reference to University policy with respect to students with disabilites	December 2015
Student feedback is sought regarding any issues for people with disabilities	Executive Director, Student and Academic Services	Emails sent out at least once in a reporting period	December 2016
Advice regarding alternative assessment formats to be readiliy available to teaching staff	Disability Advisors Director, Centre for Innovation in Learning and Teaching	Development of webpage describing range of alternative assesment formats and when they might be used. Teaching and Learning website to link to this page.	December 2015

Objective 4 – Employment practices at Flinders are fair and equitable

Success indicators:

Increase in proportion of staff declaring a disability.
Increase in proportion of staff with disabilities seeking workplace adjustment.
Improvement in overall satisfaction of staff with a disability as measured by staff survey
Improvement in the satisfaction of staff with disabilites requiring workplace adjustment as measured by staff survey.
Evidence that staff with a disability are not impeded in career progression
Evidence of acceptance by staff generally that a disability is not an impediment to performance or ability
Acknowledgement by appropriate exernal authorities that Flinders policies and practices with respect to employment of people with disabilites reflects "best practice".

Strategies	Responsibility delegated to	Targets	Timeframe
Decisions on selection of candidates for interview and/or appointment are made in accordance with the University's Disability Policy, particularly the Principle of Access and Equity and the Principle of Reasonable Adjustment or Accommodation	Director, Human Resources Chairs, Selection committees	Training for members of selection committees to include specific reference to Flinders Disability Policy	Ongoing
Information about services and facilities for staff with disabilites is readily available to applicants for positions	Director, Human Resources	The "Jobs" website to be reviewed for accessibility and completeness	July 2015
Adjustments to/accommodations for interview are made in response to specific needs of candidates	Director, Human Resources Chairs, Selection Committees	All invitations for interview include specific reference to rights of candidates with disabilites	December 2015
Staff induction programs include information about Flinders Disabilty Policy and the disability services and facilities available to staff	Director, Human Resources Cost Centre Heads Manager, Equal Opportunity and Diversity	All staff induction programs reviewed in terms of inclusiveness of information relating to disabilities	July 2015
Maintain up-to-date information regarding government policy with respect to emplyment of people with disabilites	Director, Human Resources	Government policy initiatives which may facilitate the employment of people with disabilites promulgated widely within University as they are announced	Ongoing
Raise awareness of staff with respect to disability issues generally, including awareness of the wide range of disabilities	Manger, Equal Opportunity and Diversity Disability Advisors	Promugation of information in various formats to staff	Ongoing
Managers and supervisors are reminded periodically of their responsibilities in terms of the University's Policy on Disabilities	Director, Human Resources Manager, Equal Opportunity and Diversity	Staff bulletins include reference to Flinders Disability Policy at least every 6 months	Ongoing
Use of "good news" stories about staff with disabilities to actively promote the view amongst staff that disability is not a barrier to appointment, career progression or promotion.	Director, Human Resources Manager, Equal Opportunity and Diversity	Opportunities taken wherever possible to promote acceptance	December 2016

Objective 5 – The physical environment is inclusive and accessible to people with disabilities

Success indicators:

Student and staff satisfaction survey reults indicate improved satisfaction of students and staff with disabilites with regards to the accessibility of the built environment.
Inclusive design informs the development and refurbishment of physical facilities.
Access audits are undertaken and identified issues adressed within the life of the DAP.
Identifiable improvements in campus navigation for people with disabilites.
Enhanced provisionof accessible inter and intra campus travel facilites for people with restricted mobility.

Strategies	Responsibility delegated to	Targets	Timeframe
Incorportate universal access improvements into the capital planning process	Director, Buildings and Property	Nominate officer to take responsibility for disability access Undertake periodic audits of the University's built environs and leased premises including residential spaces Ensure universal access is an integral part of infrastructure planning	Ongoing
Provide a mechanism for the reporting of universal access barriers identified by staff or students	Director, Buildings and Property	Provide information and a mechanism, via the web, for staff and students who wish to report access barriers to Buildings and Property	December 2013
Provide accessible transport for people with physical disabilities	Director, Buildings and property	Provide access cabs for staff and students with a physical disability on campus	Ongoing
Ensure appropriate evacuation procedures are in place for staff and students with disabilites and effectively displayed and promulgaged	Director, Buildings and Property	All spaces have Evacuation Procedures displayed at appropriate heights	December 2015

Objective 6 – Information services and the virtual environment are inclusive of people with disabilities

Success Indicators:

Student and staff satisfaction survey results indicate improved levels of satisfaction of people with disabilities with regard to provision of Information services and accessibility of the virtual environment.
Development and implementation of an access strategy for the Flinders virtual environment.
Improved mechanisms for identifying new IT developments that assist people with disabilities.
Flinders web standards keep pace with agreed best standards.
Increased disability "user consultation" with regard to online developments.

Strategies	Responsibility delegated to	Targets	Timeframe
Identify a senior staff member of Information Services as the responsible officer for the development, implementation and evaluation of disability services in Information Services, and promote the services of this officer	Pro Vice-Chancellor (information Services)	Officer identified and his/her identity promulgated to University community	Ongoing
Continue to allocate and resource rooms/spaces within the libraries for use people with disabilities	University Librarian/Associate Librarian Disability Service	Rooms/spaces allocated-monitor level of demand	Ongoing-Review rooms/spaces as demand increases
Develop a strategic and coordinated approach to the further development of an accessible online environment at Flinders	Pro Vice-Chancellor (Information Services) Head, Digital Presence Services	Strategic plan developed with progressive targets set. Accessibility is a standing item on the agenda of the FLO Advisory Group	December 2015
People with disabilities are fully informed about access within the Flinders online environment and able to provide feedback	Pro Vice-Chancellor (Information Services)	Web-based feedback facility inplace	December 2015
Staff and students have access to training and support in the development of accessible online environment and in the use of assistive technologies	Pro Vice-Chancellor (Information Services) Director, Education ICT Director, Centre for Innovation in Learning and Teaching Disability Service	Use of training modules monitored and modules reviewed	Ongoing
Ensure all future ICT Hardware and Application purchases include appropriate disability access criteria as part of the selection criteria as appropriate	Pro Vice-Chancellor (Information Services)	Procurement processes include disability access criteria	December 2015
Course information and promotional material on the web is in accessible formats	Pro Vice-Chancellor (Information Services) Head, Digital Presence Services	Course information and promotional material on the web reviewed and accessibility ascertained	December 2015