DISABILITY ACTION PLAN 2014-2017

Contents
Message from the Vice-Chancellor
PART I: Introduction
1.1 What is a Disability Action Plan?
1.2 Background to the University of Canberra’s Plan
1.3 Legislative Context
1.4 Disability Defined
1.5 Discrimination Defined
1.6 Responsibility for the Plan
PART II: Overview of Current Activities
PART III: Disability Action Plan 2014 – 2017
General Access and Community
Study and Research
Working at the University
University Planning

Message from the Vice-Chancellor
The University of Canberra is committed to providing an equal opportunity environment, which is supportive of all people in their learning and work.  Our Strategic Plan for 2013-2017 sets out a Statement of Purpose in which UC exists:

1.	To provide education which offers high quality transformative experiences to everyone suitably qualified, whatever their stage of life and irrespective of their origins.
2.	To engage in research and creative practice which are of high quality and aim to make an early and important difference to the world around us.
3.	To contribute, through our education and research, to the building of just, prosperous, healthy and sustainable communities which are committed to redressing disadvantage and reconciliation with Australia’s Indigenous peoples.

Our Strategic Plan also elaborates a Vision of UC @ 50 that is significant for our Disability Action Plan in that we, among other things, envisage that:

•	UC's programs will be distinctive in supporting education for all stages of life, with an emphasis on work-integrated learning and preparing people for successful and adaptive careers in the professions and emerging professions; and

•	Our behaviours, internally and as an institution, will continue to reflect the principle that as a community we should be an exemplar of the way that societies around us must act if the world is to be a just place and the planet is to be sustainable.

The Disability Action Plan 2014-2017, builds on and continues actions undertaken in the previous Disability Action Plan. The new Disability Action Plan again includes strategies to promote access, participation, retention, and success by students and staff members with a disability.

I am pleased to endorse this plan as a continuation of the University's strategic commitment to access and inclusion.

Professor Stephen Parker
Vice-Chancellor and President
University of Canberra
PART I: Introduction
1.1 What is a Disability Action Plan?
The University’s Disability Action Plan (the plan) is a plan for implementing and monitoring inclusive policies and practices for the benefit of students and staff members of the University of Canberra and all its controlled entities, and for others who use the University’s services. The primary purpose of the plan is to develop and/or improve policies and practices that might result in discrimination against students or staff members with a disability, or their carers, who work or study at the University or any of its controlled entities.
The Disability Discrimination Act 1992 (Cth) provides that disability action plans may be developed voluntarily by organisations and submitted to the Australian Human Rights Commission. Once submitted, plans must be made public by the Commission.
The benefits of having a disability action plan include:
•	encouraging broader participation by people with disability in education and employment;
•	minimising discrimination and avoiding complaints by students and staff with disability;
•	boosting an organisation’s reputation as an inclusive employer/service provider; and
•	meeting legal obligations and government standards.

1.2 Background to the University of Canberra’s Plan
The University of Canberra’s Disability Action Plan 2014-2017 is part of the University of Canberra's continuing commitment to improving access to, and participation in, education and employment for people with a disability, and continues the principles and extends the actions undertaken under its previous Disability Action Plan.

Like its predecessor, the Disability Action Plan 2014-2017 uses as its guide the Commonwealth Disability Discrimination Act 1992 (DDA), the ACT Discrimination Act 1991, the Commonwealth Disability Standards for Education 2005 (DSE), and the Disability (Access to Premises-Buildings) Standards 2010. One of the most important principles underlying the development and implementation of the plan is inclusion. This principle ensures that the needs of students and staff with a disability are always considered in all University policies, actions and activities. 

The Disability Action Plan 2014-2017 describes key University goals and actions to ensure that students and staff members with a disability are fully included in the life of the University and that the University discharges its obligations under the relevant legislation. The goals and actions described in the Disability Action Plan 2014-2017 are designed to ensure the removal and prevention of discrimination towards people with a disability through relevant practices, policies and procedures. 

The Disability Action Plan has been specifically developed to address the educational access, participation, retention and success for students with a disability and the attraction of and support for staff members with a disability.

The plan establishes new priorities for the next five years to:

1.	Reduce existing barriers to people with a disability accessing higher education and the University’s services, programs, events and facilities, both onsite and online.

2.	Ensure visitors with disabilities and persons caring for them have information and communication that is accessible to them.

3.	Promoting student and staff awareness of the requirements of students, employees and visitors with disabilities.

4.	Developing strategies that promote systemic change to create an inclusive and just environment for people with disabilities.

The University will register the plan with the Australian Human Rights Commission.

The plans objectives are articulated against a framework which addresses:
•	planning, policy and procedures; 
•	physical access;
•	communications and informational access;
•	learning and teaching; and
•	employment.

1.3 Legislative Context
The University’s policies and programs for staff and students with disabilities are informed by relevant guidelines and legislation, including:

•	The Commonwealth Disability Discrimination Act (1992)
•	The Commonwealth Disability Standards for Education (2005)
•	The ACT Discrimination Act (1991)
•	The ACT Human Rights Act (2004)
•	The Commonwealth Privacy Act (1988)
•	The Disability (Access to Premises-Buildings) Standards 2010
•	AVCC Guidelines relating to Students with a Disability (2006)
•	AVCC Guidelines on Information Access for Students with Print Disabilities (2004)

The Commonwealth Disability Discrimination Act 1992 (DDA) makes it unlawful to discriminate against people with a disability in the provision of services, including education. Discrimination can be direct or indirect and includes:
•	refusing to accept a person's application for admission as a student because of their disability;
•	imposing terms and conditions upon the student that are not otherwise imposed on students without a disability; and
•	denying a student with a disability access to educational benefits provided or available to other students, or excluding a student because she or he has a disability.
The DDA requires that reasonable accommodations or adjustments be made in education and employment for people with a disability as well as in other aspects of life. Adjustments may include changes to practices, provision or modification of equipment, or other assistance.

The DDA does not allow the University to refuse to admit or enroll a person with a disability on the grounds that she or he requires services and facilities which are not required by students or staff without a disability, except where the provision of such services and facilities would impose unjustifiable hardship on the institution.

The DDA only deals in broad terms with what is required of education providers for compliance. To assist education providers the Commonwealth introduced the Disability Standards for Education 2005 (DSE). In effect, the Disability Standards for Education 2005 are statutory guidelines to assist an educational provider and its staff to avoid discriminating against prospective or existing students with a disability. The DSE contains specific and detailed guidelines with respect to the application and administration of the accommodation and adjustment processes mandated by the DDA, and available to students with a disability.

The University is also subject to the Discrimination Act 1991 (ACT) that makes it unlawful to discriminate against a person on the basis of disability in the areas of education, employment, access to premises, provision of goods, services and facilities, accommodation and club and sporting activities.

1.4 Disability Defined
Disability is defined very broadly in the DDA as follows:
disability, in relation to a person, means:
[a]	total or partial loss of the person’s bodily or mental functions; or
[b]	total or partial loss of a part of the body; or
[c]	the presence in the body of organisms causing disease or illness; or
[d]	the presence in the body of organisms capable of causing disease or illness; or
[e]	the malfunction, malformation or disfigurement of a part of the person’s body; or
[f]	a disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction; or
[g]	a disorder, illness or disease that affects a person’s thought processes, perception of reality, emotions or judgment or that results in disturbed behaviour;
and includes a disability that:
[h]	presently exists; or
[i]	previously existed but no longer exists; or
[j]	may exist in the future (including because of a genetic predisposition to that disability); or
[k]	is imputed to a person.
To avoid doubt, a disability that is otherwise covered by this definition includes behaviour that is a symptom or manifestation of the disability.

1.5 Discrimination Defined
Under the DDA, discrimination can be either direct or indirect.
•	Direct discrimination occurs when a person is treated less favorably because of a disability.
•	Indirect discrimination occurs when the same treatment applies to people with and without a disability but the impact is to disadvantage or exclude people with a disability in a way which is not reasonable.

1.6 Responsibility for the Plan
Responsibility for drafting, promoting, and overseeing implementation of the plan rests with the Dean of Students as the sponsor of the plan. General coordination, support, and monitoring for the plan are provided by the Manager, Inclusion & Welfare, Student Equity and Support Unit. Responsible persons for specific actions identified under the plan are responsible for management and resolution of relevant action items.

PART II: Overview of Current Activities
This plan is the University of Canberra’s fourth Disability Action Plan. It builds on the substantial commitment, already made by the University in its previous plans, to the provision of equitable study and work opportunities for people with disabilities.
Over recent years, the University has made significant progress in the area of disability support, particularly in terms of continuing to ensure that staff members understand their obligations under the Disability Standards for Education (2005); continuing provision of ‘reasonable accommodations’ to students and staff; improved access to and presentation of information; improvements in the provision of assistive technology for students with a disability; and improved access to information technology and building infrastructure.  In 2010 the University adopted a Disability Policy, which outlines the University’s key principles established to support students, staff members and campus visitors with a disability.  The University has also adopted a Mental Health Strategy and a Student Mental Health Support Policy to promote a positive mental health environment and address the needs of people with a mental health condition or problem.
The University’s unit for students with a disability, Inclusion & Welfare, sits within the Student Equity and Support Unit. Inclusion & Welfare has been located within the new student services precinct, Student Central, a modern facility for students to obtain assistance in a friendly, convenient, and inclusive environment.  Inclusion & Welfare provides support for students with a disability to successfully complete their program of study, while enabling them to be self-supporting yet empowering them to be as independent as possible. Inclusion & Welfare is dedicated to the coordination of appropriate and reasonable accommodations for students with a disability, based upon each student’s individual needs. The service provides advocacy for students, specialised case management, examination modifications, access to adaptive technology and other support including notetakers, AUSLAN sign interpreters and equipment loans. Advice and assistance for staff members with a disability is available from the University’s Human Resources Unit.
The University continues to regularly revise its student-related policies and procedures to enhance access and participation for students with a disability, regularly reviews its employment policies, facilities and services for staff with a disability, and regularly plans for improvements to its information technology and building infrastructure. The University also continues to work co-operatively with the other universities in the Australian Capital Territory to maximise the efficient and effective use of expertise in the development of resources for the institution.
The University recognises that while much progress has been made, there is still a significant amount for it to undertake to do, and it is committed to continuing to develop and improve activities and services that are designed to eliminate the effect of barriers experienced by students and staff members with a disability.

PART III: Disability Action Plan 2014 – 2017
General Access and Community

1.	University Infrastructure
Goal	Actions	Performance Measure	Timeframe	Responsibility	
Provide access to University property, buildings, and facilities for people with a disability.	Ensure that campus plans and plans for works (including refurbishment) consider the needs of people with a disability and where relevant include goals, actions and targets.	Specific goals and targets of are included in Estate Management plans as relevant.	From 2014 onwards	Director, Estate Management	
	Ensure that Property and Buildings’ Project Management Procedures, including design and works, reflect and meet statutory and regulatory requirements.	a) Design and Project documentation for all works reflects DDA compliance.

b) Works are undertaken in accordance with the relevant DDA.	Ongoing	Director, Estate Management	
	Undertake regular access audits and review findings to establish priorities for physical accessibility improvement works.	a) Agreed schedule for regular access audits.

b) First audit under schedule completed.

c) Schedule of priorities for accessibility improvements.

d) Regular audit, review and re-prioritisation.	Mid 2014

End 2014

First Quarter 2015

Ongoing	Director, Estate Management	
	Campus physical access is regularly monitored to determine requirements and possible solutions.	Review meetings scheduled quarterly between Manager Inclusion & Welfare, Deputy Director Estate Management, and UC Health and Safety Office.

Student and staff feedback considered.	From 2014 onwards: quarterly	Director, Estate Management	
	Ensure that up-to-date information relating to physical access is available to the University community.	a) Review of physical access information (including wayfinding signage) is undertaken to test currency and ease of use.

b) Physical access information (including wayfinding signage and tactiles)  is regularly updated as appropriate and provided on the web site and wherever relevant.	End 2014

Ongoing	Director, Estate Management	

2.	Information Technology Support
Goal	Actions	Performance Measure	Timeframe	Responsibility	
Provide access to Infrastructure and accessibility software to facilitate IT access for student and staff members with disabilities.	Ensure that ITM plans (including plans for technology deployment in teaching spaces) consider the needs of people with a disability and where relevant include goals, actions and targets.	Specific goals and targets are included in ITM plans as relevant.	From 2014 onwards	Director, Information & Technology Management (ITM)	
	Identify the accessibility standards required for information technology access.	Collated list of standards prepared.	From mid-2014 onwards	Director, ITM	
	Ensure that ITM infrastructure reflects and meets accessibility standards.	a) Infrastructure requirements are identified and a plan has been prepared/adopted.

b) Accessibility standards and plan reviewed on annual basis.	End 2014

Ongoing	Director, ITM	
	Requirements for lecture recording and captioning and other education delivery (or access) systems are assessed, plans for improvement and implementation are adopted, and regularly reviewed.	a) Policy & direction for requirements are determined.

b) Requirements are identified and a plan has been prepared/adopted.

c) Plan reviewed on annual basis.	End 2014	Director, Teaching and Learning Centre (a)

and

Director, ITM (b & c)	

3.	Communication and Marketing Information
Goal	Actions	Performance Measure	Timeframe	Responsibility	
To ensure that communication and marketing is provided in formats that consider the needs of people with a disability	Communication to be made using accessible formats.	All communications with students and staff incorporate accessible formats.	From 2015 onwards

ongoing	Senior Management Group (SMG) members	
	Design of marketing materials (for any medium) and delivery to be provided in accessible formats. 	All marketing materials provided in accessible formats.	From 2014 onwards

ongoing	Director, Advancement, Marketing & Communications	
	Re-design projects for the University corporate website consider the needs of people with a disability and implement accessible formats.	a) Plans for re-design incorporate solutions to deliver accessible formats.

b) Regular review and monitoring.	From 2014 onwards

Ongoing (annually)	Director, Advancement, Marketing & Communications

Supported by Director, ITM	
	Undertake regular review of all online material.	a) Completion of review.

b) Plan for improvement as necessary.

c) Regular review and monitoring	End 2014

From 2014 onwards

Ongoing (annually)	Director, Advancement, Marketing & Communications

Supported by Director, ITM	

4.	Campus Life
Goal	Actions	Performance Measure	Timeframe	Responsibility	
To ensure that students, staff, and visitors with a disability are encouraged to participate in the social and cultural life of the University. 	Students and staff members with a disability are informed of social and cultural activities, as relevant. 	For students: regular, accessible communication of upcoming activities and events.

For staff: regular, accessible communication of upcoming activities and events.	From 2014 onwards	Dean of Students

Director, Human Resources
	
	Design and deliver events, services, and facilities that are inclusive and consider the needs of people with a disability.	Feedback from students and staff members through any approved survey instruments indicates that campus life events are inclusive. 	From 2014 onwards	SMG Members	

Study and Research

5.	Educational access for people with a disability

Goal	Actions	Performance Measure	Timeframe	Responsibility	
To increase educational access for people with a disability.	Ensure admissions requirements include consideration of prior educational disadvantage, alternate entry schemes and pathways.	Students with a disability account for 5% of total enrolments.	From 2014 onwards for enrolments in 2015	Chair, University Admissions Committee	
	Ensure that inherent course requirements are adequately and clearly promoted in course marketing information and course and unit outlines and guides.	a) Establish list of courses with inherent course requirements.

b) Ensure inherent requirements are promoted/communicated as relevant.	a) by end 2014

b) from 2015	a) Faculty Deans 

b) Director, Advancement, Marketing & Communications 	
To attract and retain students with a disability and reward academic excellence through scholarship	Ensure a range of scholarships which are inclusive of students with a disability, taking into account prior educational disadvantage, low socio-economic background or financial hardship, accommodation, academic merit, and other criteria determined from time to time.	Targeted scholarships for students with a disability are offered.	ongoing	Dean of Students

6.	Learning support for students with a disability
Goal	Actions	Performance Measure	Timeframe	Responsibility	
To retain students with a disability, ensure that a relevant and adequate range of supports are available.	Design and delivery of support services and facilities (including library services, academic skills, and disability support ‘reasonable adjustments’) are inclusive and consider the needs of students with a disability.	a) Regular review and benchmarking of student support services to assess requirements for support for students with a disability.

b) Established services and satisfaction with services.	Ongoing	Dean of Students

Director, Teaching and Learning Centre

University Librarian

	Ensure Reasonable Accommodations available for students with disabilities comply with legislative requirements.	a) Students are made aware of the availability of Reasonable Accommodations process.

b) Reasonable Accommodations are made to comply with legislative requirements.	Ongoing	Dean of Students	
	Guidelines are established for Reasonable Accommodations.	a) finalise guidelines for provision of Reasonable Accommodations.

b) Develop practicum guidelines which include information about reasonable accommodations in line with legislative requirements. 	a) by end 2014

b) by mid-2015	Dean of Students (a)

and

Faculty Deans (b)	
To retain students with a disability, ensure teaching practices meet the needs of students with a disability.	Ensure design of materials and delivery for face to face, online, blended, and flexible delivery courses are considered in regards to the needs of students with a disability.	Course materials and delivery methods are accessible for students with a disability.	Ongoing	Faculty Deans 

Director, Teaching and Learning Centre

	Ensure design of education delivery and support is inclusive and considers the needs of people with a disability.	Planning for education delivery and support projects includes consideration of the needs of people with a disability.	From 2014
 onwards	Director, Teaching and Learning Centre	
	Teaching staff encouraged to adopt inclusive teaching strategies.	Faculty-based training on inclusive teaching strategies provided to teaching staff members.	Ongoing	Faculty Deans

and 

Director, Teaching and Learning Centre	
To ensure that the needs of students with mental health problems are met. 	Increase capacity to respond to the mental health needs of the student community.	100% of staff members from Medical and Counselling and Inclusion & Welfare undertake/have undertaken Mental Health First Aid training (or equivalent).	End 2014 and ongoing	Director, Medical and Counselling Centre

and

Dean of Students	
To support students with a disability in transition to employment.	Provide students with a disability with support in the transition from study to employment.	Numbers of students with a disability participating in transition to employment activities increases.	Ongoing	Dean of Students	

7.	Student feedback 
Goal	Actions	Performance Measures	Timeline	Responsibility	
To ensure that students with a disability have an opportunity to provide feedback. 	Ensure that students with a disability can independently and anonymously provide feedback on their educational needs via the University’s student feedback instruments.	Students with a disability are able to independently and anonymously complete all student feedback instruments.	Ongoing	Director, Student Administration and Planning	
	Ensure that students with a disability are provided with opportunities to inform the University of disability-related issues.	a) Annual student survey is undertaken with students with a disability.

	From 2014	Dean of Students

Working at the University
8.	Employment access for people with a disability

Goal	Actions	Performance Measure	Timeframe	Responsibility	
To increase access to employment opportunities of people with a disability at the University.	Human Resource policies and procedures reviewed and updated regularly in light of legislative change and best practice in equal opportunity and disability employment.	a) Benchmarking of best practice conducted to inform policy updates. 

b) Policies reflect current legislation.	Ongoing

Ongoing	Director, Human Resources	
	Human Resource recruitment information for applicants includes provision for accommodation for applicants with a disability. 
	Requests for accommodation are actioned.
	Ongoing	Director, Human Resources

9.	Staff training
Goal	Actions	Performance Measures	Timeframe	Responsibility	
To ensure staff members are trained in relation to their responsibilities for students with a disability. 	Provide staff within Inclusion & Welfare with ongoing professional development.	Ongoing professional development of staff within Inclusion & Welfare is provided. 	Ongoing
	Dean of Students	
	Teaching staff provided with information regarding the management of issues relating to students with disabilities.	All staff trained in the Disability Standards for Education 2005 including information about services provided at UC for students with a disability.	Ongoing	Dean of Students	
	Provide academic and general staff with training regarding their responsibilities under disability legislation and are provided with advice on how to support students with a disability.	Provision of induction training for new staff and briefings for existing staff include discussion of responsibilities and legislative framework in relation to disability discrimination and advice on how to support students with a disability.	Ongoing
	Dean of Students
	
	Provide Security staff with Mental Health training	Security staff are trained in Mental Health	From 2014	Director, Estate Management	

10.	Support for staff with a disability

Goal	Actions	Performance Measure	Timeframe	Responsibility	
To retain staff with a disability, ensure that a relevant and adequate range of supports are available.	Ensure that induction programs include rights and responsibilities of staff in relation to equal opportunity and disability discrimination.	Induction programs include rights and responsibilities of staff in relation to equal opportunity and disability discrimination.	Ongoing 	Director, Human Resources
	
	Design and delivery of support services and facilities are inclusive and consider the needs of staff with a disability.	a) Regular review and benchmarking of support services to assess requirements for support for staff with a disability.

b) Established services and satisfaction with services.	Ongoing 	Director, Human Resources

Staff feedback
Goal	Actions	Performance Measure	Timeframe	Responsibility	
To ensure that staff with a disability have an opportunity to provide feedback.	Take steps to ensure that staff with a disability can anonymously provide feedback on their workplace experiences via the University’s staff feedback instruments.	a) Two yearly staff survey collects and reports data on workplace experiences of staff with a disability so that appropriate items can be included in resultant action plans as necessary.

b) Two yearly 360o survey of senior managers includes seeking views on managers’ ability to prevent discrimination.	Ongoing	Director, Human Resources
	
University Planning
11.	University, Faculty, and Business Units planning processes, targets and goals
Goal	Actions	Performance Measure	Timeframe	Responsibility	
To ensure that goals, actions and targets developed for the Disability Action Plan are included in University, Faculty, and Business plan, and that these generally consider the needs of people with a disability. 	Goals, strategies and targets developed under the Disability Action Plan are included in University, Faculty and Business Unit plans, and planning generally considers the needs of people with a disability.	Specific goals and targets of the Disability Action Plan are included in other University, Faculty, and Business Unit plans as relevant.	From 2014 onwards	SMG members	

12.	The Disability Action Plan
Goals	Actions	Performance Measure	Timeframe	Responsibility	
To ensure that staff and students of the University are aware of and able to access the Disability Action Plan.	Disability Action Plan placed on University Website and promulgation of its existence to all staff members and students.	Disability Action Plan available on website and information about its existence provided to all staff and students. 	From 2014 onwards	Dean of Students	
To ensure that staff members with a designated responsibility for achieving the goals and targets of the Disability Action Plan are aware of their obligations.	Staff with a designated responsibility for achieving the goals and targets of the Disability Action Plan are advised of their obligations.	100% of staff members with a designated responsibility for achieving the goals and targets of the Disability Action Plan are advised of their obligations.  	From 2014 onwards	Dean of Students

To ensure that performance measures of the Disability Action Plan are reviewed on an annual basis.	Performance measures of the Action Plan are reviewed on an annual basis.	Performance measures are reviewed on an annual basis.	From 2014 onwards	Dean of Students