Objective 3: Equitable teaching and learning opportunities are provided to students with disabilities

  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 consultted 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 University Guidelines 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