THE UNIVERSITY OF
WESTERN AUSTRALIA
DISABILITY ACCESS
AND INCLUSION
ACTION PLAN 2007
- 2011
and
IMPLEMENTATION SCHEDULE
2007 - 2009
(31 JULY 2007)
CONTENTS
Foreword1
Statement of Commitment2
Context3
The University3
Inclusivity at UWA3
Opportunities for Improvement4
Development of the Plan5
Implementation, Monitoring and
Review of the Plan5
Communication of the Plan5
DAIAP IMPLEMENTATION SCHEDULE 2007-2009
Overview of the DAIAP Implementation
Schedule 2007-20097
1. Policy, Planning and Resource
Allocation9
2. Awareness and Responsiveness11
3. Physical Access and Way
Finding13
4. Teaching and Learning15
5. Information Technology and
Resources18
6. Employment and Staff Development20
Appendix
1. Abbreviations21
Appendix 2. Alignment of UWA Objectives
with DSA Desired Outcomes22
Appendix 3. Definitions23
FOREWORD
The University of Western
Australia is a leading education institution and a member of the ‘Group
of Eight’ Australian research intensive universities. It operates
within a strong values framework which emphasises excellence, innovation,
integrity and equity in all facets of University life.
The University, within
the context of its Strategic Plan and Operational Priorities Plan, is
committed to actively promoting strategies that will maximise opportunities
for participation in employment and education. The University recognises
that it has a pivotal role to play in reflecting and responding to the
needs of a diverse society in the design of curricula, delivery of courses,
student intake and staffing. In turn, this diversity will directly enhance
the capacity of the organisation to educate and govern in a truly participatory
manner, thereby contributing to the economic, social and cultural well-being
of the broader communities in which it operates.
In order to ensure
active involvement and ownership of strategies contained within, a wide-ranging
consultative process has been employed across the University in the
development of this Disability Access and Inclusion Action Plan (DAIAP)
and accompanying Implementation Schedule. The Implementation Schedule
sets out a number of operational objectives within a broader strategic
framework designed to facilitate the independent participation of people
with a disability in all aspects of University life. While the overall
responsibility for delivery against the set objectives rests with the
UWA Executive, all Directors, Deans, heads of organisational units and
managers have specific responsibilities within the Plan to ensure University-wide
contribution towards implementation.
The UWA Disability
Access and Inclusion Action Plan is a responsive document that proactively
addresses the challenges of equitable access to educational, employment
and cultural opportunities within the higher education sector for people
with a disability. It creatively translates the requirements of the
Commonwealth Disability Standards for Education 2004, the Western
Australian Disability Services Act 1993 (amended 1999;
2004) and the Western Australian Equal Opportunity Act 1984
within a Western Australian tertiary education context, records the
aspirations around the accommodation of people with a disability to
which the University is committed, and identifies areas on which future
developments should focus.
I commend the UWA Disability
Access and Inclusion Action Plan to you all.
Professor Alan Robson
Vice-Chancellor
The University of Western Australia
STATEMENT
OF COMMITMENT
The
University of Western Australia affirms its strong endorsement and acceptance
of students, staff and visitors with a disability, and its commitment
to meeting their needs by providing an environment of equal opportunity,
appropriate access and support.
The UWA Disability
Access and Inclusion Action Plan (DAIAP) has been developed as part
of the University’s overarching commitment to equity and diversity
which is clearly articulated in the UWA Strategic Plan and the UWA Operational
Priorities Plan. This commitment is formalised through various policies
and plans, including the University’s Equal Opportunity and Affirmative
Action for Diversity Policy (1993; amended 2002), Staff with a Disability
Policy (2000) and Disability Policy (1997).
The University’s
core value of “equity and merit as the fundamental principles for
the achievement of the full potential of all staff and students” is
the philosophical position underpinning this Plan. In its broadest sense,
this means that the University is committed to ensuring that the participation
experience of people with a disability, whether they are staff, students
or visitors, is similar to that experienced by the University community
as a whole, and that staff and students with a disability enjoy success
in the same measure as their peers. In addition, implementation of the
Plan will enable the University to take clear steps toward furthering
its commitments to continuous improvement, universal design and the
philosophy of ‘mainstreaming’.
Implementation of the
Plan will also benefit the University by:
Ensuring compliance with
all relevant legislation;
clearly demonstrating its
commitment to providing an inclusive and non-discriminatory community
for all people;
identifying barriers for
people with a disability and initiating appropriate action to overcome
those barriers;
enhancing competitive advantage
by attracting the best students and staff regardless of impairment or
disability;
actively eliminating discrimination
and thus upholding the basic human right to access services including
education and employment.
The objectives and
their associated implementation strategies and actions scoped in the
DAIAP Implementation Schedule will dovetail with the six broad outcomes
described in the WA Disability Services Act:
People with disabilities
have the same opportunities as other people to access the services of,
and any events organised by, the relevant public authority.
People with disabilities
have the same opportunities as other people to access the buildings
and other facilities of the relevant public authority.
People with disabilities
receive information from the relevant public authority in a format that
will enable them to access the information as readily as other people
are able to access it.
People with disabilities
receive the same level and quality of service from the staff of the
relevant public authority.
People with disabilities
have the same opportunities as other people to make complaints to the
relevant public authority.
People with disabilities
have the same opportunities as other people to participate in any public
consultation by the relevant public authority.
UWA
is also committed to ongoing consultation in the
evaluation of the Plan, drawing on a range of sources including, students
and staff with a disability, their families and carers, University staff,
external disability organisations, and community feedback.
CONTEXT
The University
The University of Western
Australia (UWA) is a medium-sized comprehensive international university
with a broad coverage of disciplines in the arts, sciences and major
professions. It has a robust tradition of academic excellence and an
international focus for all its activities and standards. It continues
to build research and postgraduate strengths linked to, and sustained
by, a high quality undergraduate programme in which teaching and learning
takes place in an atmosphere of research and scholarship.
With more than 3,000
full-time staff and 17,000 students (72% full-time) most of whom are
concentrated at the main campus, the University also offers graduate
and postgraduate courses in other locations (e.g. Albany, Geraldton
and Singapore) using online lectures, virtual videoconferencing sessions,
local tutors and visits from Perth-based academic staff.
The University provides
employment, education and other services, together with facilities in
which a variety of cultural, sporting and educational events are accessed
by many people in the community. This includes its role as the chief
sponsor of the Perth International Arts Festival and significant continuing
community education programmes, including University Extension.
A commitment to a student
population and a workforce that reflects the diversity of the wider
communities in which the University operates is central to the UWA’s
vision to “be recognised internationally for its excellence in teaching
and research and as a leading intellectual and creative resource to
the communities it serves.” This commitment is vital to the University’s
aim of producing leaders of tomorrow who are ‘citizens of the globe’,
and are intellectually and emotionally comfortable with difference.
Importantly, too, the University has been a significant community icon
in Western Australia since its founding in 1911. UWA therefore strives
to be a model institution demonstrating leadership and achievement and,
as a visible and historic institution, continues to demonstrate corporate
social responsibility in the wider community.
In the area of corporate
social responsibility, UWA is a leading intellectual and creative resource
to the communities it serves and this capacity to break new ground sets
the University apart from many other organisations. Examples of significant
initiatives developed by UWA staff and students that are now available
to the community at large include: the AUSLAN Tuition System which provides
an easy to use and interactive tutorial for learning the basics in communicating
in the Australian Sign Language; the company, ‘Dreamfit’, which
evolved out of an Honours project and which specialises in modifying
recreation equipment for use by people with disabilities; the iLecture
system, Lectopia, which provides a solution for university-wide lecture
capture, publication and management, and is now being introduced at
other universities in Australia; and the information booklet, Colour
Deficient Vision: A Guide to Preparing Screen Based Materials
for Teaching and Learning (see http://catl.uwa.edu.au for the online version).
Inclusivity
at UWA
Inclusiveness, at UWA,
means an environment which celebrates diversity and is free from all
forms of discrimination and harassment. This is an environment which
recognises, utilises and values the knowledge, abilities, skills and
ideas of all our people, irrespective of race, ethnicity or religion,
gender or sexual orientation, education level, socio-economic background,
age, disability or family responsibility.
Set within this broader
UWA equity and diversity context, disability is specifically positioned
within the Social Model of disability. The University’s programmes
and services are premised on the notion that individuals may have an
impairment but the physical, psychological, social and other barriers
that they may face are in some measure due to ability-centred rules
and practices that have been shaped to meet the needs of those without
an impairment. UWA has a strong disability policy framework supported
by a range of proactive initiatives designed to maximise the potential
of staff and students with a disability.
The provision of disability
services for students, UniAccess, is located within the Student Services
division of the Office of the Registrar. These services include advice
for prospective students, scholarships, orientation for new students,
accessible parking, departmental/faculty mentors, assistive technology
and equipment, alternative exam arrangements and career mentors. Implementation
of policy and operational matters is managed by the Director of Student
Services. Current support for staff with a disability is managed through
OT Services in Safety and Health, and Equity and Diversity, both of
which are located in the Human Resources division of Finance and Resources.
Equity and Diversity is also charged with developing the University’s
strategic response to matters of disability for staff, students and
visitors to the campus.
The University in recent
years has won several prestigious awards, including the Prime Minister’s
Employer of the Year in the Higher Education sector for both 2002 and
2003. This award acknowledged the positive outcomes achieved through
the University’s Workforce Diversity Strategy, and is visible recognition
of UWA’s strong commitment to employing people with a disability.
Opportunities
for Improvement
Physical Access
The 65-hectare Crawley
campus is widely acclaimed for the beauty of its setting beside the
Swan River and for its grounds and buildings, which are listed in the
Register of the Australian National Estate. A large and historic campus,
however, poses unique challenges regarding physical access and way finding.
As the oldest university in Western Australia, many of UWA’s buildings
are of historical significance, but were designed and constructed in
a less enlightened era. In 1997, a physical access audit recommended
the upgrading of existing buildings to meet Australian Standards and
Building Codes for disability access (Robinson & Bryan, 1997). Since
the audit, all new buildings and major refurbishments comply with these
Standards, but many access issues remain in older buildings. Efficient
way finding also remains an issue for many users of the campus.
In order to effectively
address the remaining physical access and way finding issues, the University
appointed a landscape architect in 2005 to oversee the implementation
of Phase One of a comprehensive Physical Access and Way Finding Project
for the Crawley campus, with future plans to extend the project to all
other University sites. This is a particularly important project given
the size of the University population (in excess of 23,500 people including
casual staff) and given that over 230,000 visitors come to the campus
each year to enjoy the cultural, sporting and educational activities
the University offers to the wider community.
Communication
The transformation
of UWA in this area has been steady and marked since the International
Year of the Disabled, and many communication barriers for people with
a disability within the University have been addressed in recent years.
These have included the availability of appropriate technical equipment
for students and staff with a disability to use for work and study,
offering material in alternative formats when required, and the introduction
of media resources (such as Lectopia) to enable greater access to lecture
and staff development material. In order to more comprehensively address
these barriers and meet the communication needs of an even wider range
of people with a disability, the University has foregrounded communication
within every key result area in the DAIAP Implementation Plan 2007-2009.
In particular, the
Plan aims to raise the profile of the University’s website as a significant
medium for meeting many of the information and communication needs of
people with a disability. It is a primary source of information regarding
many aspects of university life including (but not limited to) University
policy, procedures and guidelines; disability supports and services;
physical access and way finding; training and professional development;
University services and events; Library services and materials; and
teaching and learning materials. This Plan enables the University to
work toward ensuring that the University’s website complies with all
relevant guidelines for web accessibility.
Attitudinal
In addition to addressing
safety, accessibility and equity issues on campus for students and staff
with a disability, the University has been working toward achieving
attitudinal change for over a decade. A holistic approach which addresses
attitudinal barriers such as discrimination or lack of awareness which
may lead to inequitable practices has now been incorporated into the
University’s disability action planning. The University has taken
steps to address this issue further, and awareness-raising and education
around disability issues in the tertiary environment with a particular
emphasis on staff, but also extending to students and visitors, is a
primary objective of this Plan.
DEVELOPMENT OF THE PLAN
In 2001, the University
set about developing a Disability Services and Action Plan and initiated
a comprehensive consultation process designed to highlight issues, assess
achievements and revise directions and strategies. The process solicited
the active involvement of staff and students at all levels, made contact
with community groups and drew upon the services of professional practitioners.
Although the then UWA Disability Services and Action Plan was in its
final draft in 2003, the University delayed publication of the Plan
until the implications of the forthcoming DDA Disability Standards
for Education and WA legislation for the Disability Access and Inclusion
Plans were known. The DAIAP and its Implementation Schedule have since
been reshaped to fulfill these new legal obligations and, in its aim
to fully capture the University’s aspirations in this area, underwent
a further comprehensive consultation process. The final steps in the
development of the UWA Disability Access and Inclusion Action Plan will
be its endorsement by the University Executive, and lodgment with the
Australian Human Rights and Equal Opportunity Commission and the Western
Australian Disability Services Commission.
IMPLEMENTATION, MONITORING
AND REVIEW OF THE PLAN
The Vice-Chancellor
is responsible for the overall implementation of this Plan and the Senior
Deputy Vice-Chancellor for monitoring its implementation. The Registrar
has overall responsibility for academic services, including direct support
to students with a disability, with implementation managed by the Director
of Student Services. Deans, Heads of Schools and Heads of Sections and
administrative units are responsible for implementation of individual
strategies scoped within the Implementation Schedule.
The Plan will be formally
evaluated under the direction of the Vice-Chancellor’s Equity and
Diversity Committee, chaired by the Senior Deputy Vice-Chancellor. The
evaluation will use both formal and informal means (as articulated in
the DAIAP Implementation Schedule 2007-2009), drawing on a range of
sources including, but not limited to, students and staff with a disability,
their families and carers, University staff, external disability organisations,
and community feedback. The findings of the evaluation will inform the
strategies contained in the Implementation Schedule which may require
amendment as needs and priorities change.
COMMUNICATION OF THE PLAN
Following Executive
endorsement, the UWA Disability Access and Inclusion Action Plan will
be launched, published on the University website, included in the UWA
Cycle of Planning and Accountability, and distributed to key stakeholders.
The Plan will receive wider publicity as the many strategies documented
in the DAIAP Implementation Schedule 2007-2009 are initiated.
For further information
please contact Equity and Diversity on (08) 6488 3873.
THE UNIVERSITY OF
WESTERN AUSTRALIA
DISABILITY ACCESS
AND INCLUSION
ACTION PLAN 2007
- 2011
IMPLEMENTATION SCHEDULE
2007-2009
(31 JULY 2007)
OVERVIEW OF THE
DAIAP IMPLEMENTATION SCHEDULE 2007-2009
In order to maximise
the effectiveness of the Disability Access and Inclusion Action Plan
(DAIAP), this Implementation Schedule is structured into six broad key
result areas, each with a primary operational objective as the locus
for change in the different aspects of university life. The six operational
objectives support the overall objective of the DAIAP, which is:
To ensure
equitable access to educational, employment,
cultural and recreational opportunities at the University of Western
Australia for people with a disability.
The effectiveness of
the Implementation Schedule in achieving the DAIAP’s objective is
indicated by the participation rates for students and staff with a disability
relative to the proportions of people with disability in the general
community and a measure of the accessibility and way finding throughout
the University.
The operational objectives
are supported by several implementation strategies and a number of actions
designed to achieve the overall objective of the DAIAP. Executive responsibility
for the overall implementation of each primary objective along with
key indicators of the performance with respect to achieving the objective
is specified. Operational responsibility for individual implementation
strategies and actions, resources required and proposed timelines for
completion are also listed.
The key result area
of Policy, Planning and Resource Allocation contains an implementation
strategy around contractors. This is an additional requirement specified
by the amended Disability Services Act.
The DAIAP and its Implementation
Schedule together meet the requirements for a Western Australian Disability
Access and Inclusion Plan (DAIP) and a Commonwealth Disability Action
Plan (DAP). An additional objective targeting employment and development
opportunities for staff with a disability is covered by the Western
Australian Equal Opportunity Act 1984.
KEY
RESULT AREA 1: POLICY, PLANNING AND RESOURCE ALLOCATION
Objective 1
To ensure that University
policy, planning, and resource allocation support the implementation
of the Disability Access and Inclusion Action Plan.
KEY
RESULT AREA 2: AWARENESS AND RESPONSIVENESS
Objective 2
To increase the capacity
of University staff to contribute to a welcoming and inclusive environment
for people with a disability.
KEY
RESULT AREA 3: PHYSICAL ACCESS AND WAY FINDING
Objective
3
To continue to improve
physical access and way finding to buildings, facilities and campus
services for staff, students and visitors with a disability.
KEY
RESULT AREA 4: TEACHING AND LEARNING
Objective
4
To provide a flexible
and responsive teaching and learning environment so that opportunities
for students with a disability to achieve academic success are equitable.
KEY
RESULT AREA 5: INFORMATION TECHNOLOGY AND RESOURCES
Objective 5
To provide information
technology equipment, facilities and services that meet the needs of
staff and students with a disability.
KEY
RESULT AREA 6: EMPLOYMENT AND STAFF DEVELOPMENT OPPORTUNITIES
Objective 6
To work toward an equitable
representation and distribution of staff with a disability.
1.
POLICY, PLANNING AND RESOURCE ALLOCATION
Objective 1To ensure that
University policy, planning, and resource allocation
support the implementation of the Disability Access and Inclusion Action
Plan.
Executive Responsibility:Executive
Director, Finance and Resources
Key
Performance Indicators:The number of faculties, schools and administrative
areas with strategic plans, operational plans and/or budgets that support
achieving the objectives of the Disability Access and Inclusion Action
Plan.
Implementation Strategies
Actions
Resources
Required
Timeframe
Responsibility
i) Undertake implementation
of the DAIAP.
Launch Plan (e.g. formal
launch, publish on website, all staff email).
Distribute to key stakeholders
and advise Directors, Deans and Heads of School of their responsibilities
in the Plan.
Report on the Plan in line
with the University’s Cycle of Planning and Accountability.
Begin positioning DAIAP
Implementation as a standing agenda item on appropriate committees (eg.
Teaching & Learning, VC’s E&D Advisory).
Submit annual report to
DSC and HREOC.
Dec 2007
Dec 2007
ongoing
Mar 2008
July 2008, 2009
DVCE, M/E&D
M/E&D
M/E&D
M/E&D
M/E&D
ii) Ensure that the
University operational areas are appropriately resourced to meet their
obligations under this Plan.
Ensure that the Facilities
Management budget continues to meet the Physical Access and Way Finding
requirements of the Plan.
Ensure that the Information
Technology Services budget meets the Information Technology and Resources
requirements of the Plan.
Require Schools, Faculties
and organisational units to identify key areas for resourcing under
this Plan and factor relevant costs into their planning.
Maintain the capacity for
targeted and responsive funding arrangements for support needs for students
with a disability when the cost of support falls outside the responsibility
of their organisational unit budget area.
Maintain central fund to
resource appropriate workplace accommodations/adjustments (including
flexible work practices) for staff with a disability.
Dec 2007, ongoing
Dec 2007, ongoing
Dec 2007, ongoing
ongoing
ongoing
Dir FM
Dir ITS
SDVC
Dir SS
Dir HR
Implementation Strategies
Actions
Resources
Required
Timeframe
Responsibility
iii) Review existing,
or develop new, mechanisms for ensuring that the views of people with
a disability are considered in policy, planning and decision-making
processes.
Develop a survey for the
biannual collection of views of students and staff with a disability
to measure the University’s achievement of the objectives of this
Plan.
Monitor information obtained
from University grievance procedures to ensure that emerging issues,
needs and/or trends continue to be appropriately addressed.
Integrate ‘University
Staff with a Disability Policy’ (2000) and ‘UWA Disability Policy’
(1997) into a single ‘Inclusive Practice – Staff, Students and Visitors
with a Disability Policy’.
Ensure the needs of people
with a disability are included in the review of grievance procedures.
Review and revise, as required,
occupational health and safety policies and procedures to ensure they
meet the needs of people with a disability.
Dec 2008
ongoing
Dec 2007
Dec 2007
ongoing
M/E&D, Dir SS
M/E&D
M/E&D
SCSP (HR)
M/S&H
iv) Develop procedure
for those contractors, consultants and agents required to further the
aims of the DAIAP.
Ascertain which contractors,
agents and consultants are required to further the aims of the DAIAP.
Develop procedure, including
annual reporting mechanism, for those contractors, agents and consultants
required to further the aims of the DAIAP.
Insert special condition
of contract into all relevant tender documents as required by the
DDA (1993; 2004).
Review and revise, if needed,
process for ensuring that all contractors, agents and consultants are
aware of the University’s Equity and Diversity policy environment
and are already complying with the relevant standards for disability.
Oct 2007
June 2008
June 2008
June 2008
M/E&D, Dir LS
M/E&D, M/S&H
M/SP
M/S&H
2.
AWARENESS AND RESPONSIVENESS
Objective
2To increase the capacity of University staff to contribute to a welcoming
and inclusive environment for people with a disability.
Executive Responsibility:Senior
Deputy Vice Chancellor
Key Performance Indicators:Proportion
of survey responses from staff and students with a disability indicating
UWA is more welcoming and inclusive.
Proportion
of staff and students reporting an awareness of disability related issues.
Implementation Strategies
Actions
Resources
Required
Timeframe
Responsibility
i) Monitor materials
promoting University services and events to ensure they are inclusive.
Develop and distribute leaflet
detailing University disability philosophy and policy, the availability
of disability awareness training, University supports and services,
and available feedback mechanisms for students and staff with a disability.
Monitor University publications,
promotional material, administrative information and forms to ensure
they use inclusive language.
Monitor publications and
promotional materials for inclusion of relevant access and wayfinding
information, where appropriate.
Sept 2008
ongoing
ongoing
M/E&D
Dir PA, M/PU, M/Uniprint
All Dirs, Heads
ii) Raise the University
community’s awareness of supports and services for staff and students
with a disability.
Maintain visibility of staff
with knowledge and skills to assist students with a disability (e.g.
Disability Officer, Guild Education Officer, Associate Deans [Student
Advisers], Counselling Service).
Raise the profile of Equity
and Diversity Advisers as source of advice and assistance at the local
level.
Develop, promote and encourage
uptake of disability awareness training which should include appropriate
language and familiarity with procedures, supports and services, and
an evaluation of the training.
ongoing
ongoing
Dec 2008
Dir SS
M/E&D
Dir OSDS
Implementation Strategies
Actions
Resources
Required
Timeframe
Responsibility
iii) Develop mental
health strategy for staff and students.
Promote specialised courses/forums
and resources on around mental health (e.g. Stressless, Mental Health
First Aid, visiting speakers).
Develop guidelines for managing
mental health, which include statements around duty of care, unmet needs
and reasonable accommodation.
ongoing
Dec 2008
M/S&H
M/E&D, M/S&H
3. PHYSICAL
ACCESS AND WAY FINDING
Objective
3To continue to improve physical access and way finding to buildings,
facilities and campus services for staff, students
and visitors with a disability.
Executive Responsibility:Executive
Director, Finance and Resources
Key Performance Indicators:Proportion
of the University’s buildings, facilities and campus services that
are accessible by people with vision impairment andpeople with a mobility
disability.
Proportion
of survey responses from staff and students with a disability indicating
the University provides appropriate physical access and way finding
to buildings, facilities and campus services.
Implementation Strategies
Actions
Resources
Required
Timeframe
Responsibility
i) Monitor the overall
implementation of the Physical Access and Way Finding Plan and other
projects requiring physical access.
Undertake annual review
of Physical Access and Way Finding Plan for presentation to the VC’s
Equity and Diversity Advisory Committee.
Incorporate review into
annual DSC DAIAP Report.
Create register for recording
physical access provided to the University’s buildings, facilities
and campus services.
June 2008, 2009
July 2008, 2009
Dec 2008
Land Arch
M/E&D
Dir FM
ii) Implement the
way finding aspects of the Physical Access and Way Finding Plan.
Continue with Stage 2 of
the Signage Policy and implementation.
Develop checklist to ensure
physical access prerequisites are built into the UWA Landscape Plan.
Develop process to ensure
that the physical access and information needs of people with a disability
are included in Stage 2 of the development of the interactive campus
map.
Require all official University
websites to have a link to information on physical access, parking,
facilities, etc. for people with a disability, and to be linked to the
campus map.
ongoing
June 2008
Dec 2008
Dec 2008
Land Arch
Dir FM
Dir PA
Dir PA
Implementation Strategies
Actions
Resources
Required
Timeframe
Responsibility
iii) Develop set
of UWA standards for building and refurbishment, where they are higher
than Australian Standards with respect to physical access and way finding.
Establish committee and
wider stakeholder group for input into the Standards.
Establish scope of project
and funding source.
Engage external disability
consultant to develop Standards.
Gain endorsement and disseminate
Standards.
Monitor and evaluate incorporation
of UWA Standards into all design, construction, refurbishment and landscaping
projects undertaken at the University.
June 2007
July 2007
July 2007
May 2008
June 2008, ongoing
M/E&D
M/E&D
M/E&D
Dir FM, M/E&D
Dir FM
iv) Raise awareness
of physical access barriers to education at the local level.
Conduct audit of venues
(lecture theatres, seminar rooms, laboratories, etc) at the local level
and set up a process to record type of access (e.g. ground floor, stairs,
lift, ramp, etc) and access route.
Establish correct correlation
between timetabling and building names.
Create access description
for all bookable spaces for inclusion on timetabling websites.
Develop mechanism for Faculties
and Schools to book an accessible venue wherever possible, and to provide
an access description when informing their staff and students of academic
activities.
Provide a mechanism for
logging physical access and way finding problems and/or barriers, and
for collection of feedback data on all official University websites.
Dec 2008
June 2008
June 2008
Dec 2008
Dec 2008
M/CP
M/UT
M/UT
M/CP
Dir PA
4. TEACHING
AND LEARNING
Objective
4To provide a flexible and responsive teaching and learning environment
so that opportunities for students with a disability to achieve academic
success are equitable.
Executive Responsibility:Deputy
Vice Chancellor (Education); Executive Director (Academic Services)
and Registrar
Key
Performance Indicators:Proportion of students with a disability indicating
satisfaction with the examination and assessment procedures available
to them.
Participation
rates in UWA courses by students with a disability are comparable with
those without.
Progression
rates (unit pass rates) of students with a disability are comparable
with those without.
Implementation Strategies
Actions
Resources
Required
Timeframe
Responsibility
i) Continue to develop
and implement strategies to proactively promote and market UWA to prospective
students with a disability.
Continue to review and revise,
as needed, existing promotional material to ensure that it provides
clear information about opportunities for people with a disability,
the supports available to them, course requirements, and student rights
and responsibilities.
Further capitalise on opportunities
to expand incentives for students with a disability which will attract
them to the University (e.g. scholarships).
ongoing
ongoing
Dir SS
Dir SS
ii) Improve access
to and participation in UWA courses for students with a disability.
Ensure the needs of students
with a disability are considered and incorporated into the review of
course structures.
Continue to collect and
analyse participation statistics.
Continue to monitor extent
of practical assistance provided (e.g. setting and achieving academic
goals, explanation of services and facilities, barriers or difficulties
encountered) with a view to reviewing as needs change.
Feb 2008
ongoing
ongoing
DVC Ed
Dir SS
Dir SS
Implementation Strategies
Actions
Resources
Required
Timeframe
Responsibility
iii) Ensure that
alternative examination and assessment procedures are available, promoted
and responsive to the needs of students with a disability.
Ensure assessment policies
and procedures are clear and well publicised and make explicit provision
for the use of procedural variations and/or alternative assessment strategies
for students with a disability.
Encourage staff to engage
with alternative assessment practices and ensure they are responsive
to the range of needs of students with a disability.
Maintain process for students
to be involved in developing the solution for their particular alternative
assessment needs.
Monitor feedback from students
with a disability in relation to alternative assessments and examinations
and incorporate into reviews of procedures.
June 2008
June 2008, ongoing
ongoing
ongoing
A/Deans T&L
A/Deans T&L
Dir SS
Dir SS
iv) Ensure that,
as far as is reasonable, fieldwork and practical learning environments
are made as accessible as possible and accommodate the specific needs
of students with a disability.
Require every school/department
with practicum placements to develop a statement of ‘reasonable’
accommodation.
Review laboratory policies
and procedures to ensure they minimise any disability-related health
and safety risk to staff or students without, where possible, restricting
the learning opportunities of students with a disability.
Ensure that processes are
in place to provide ‘reasonable accommodation’ to students with
a disability undertaking fieldwork, practicums and outside studies programmes.
Dec 2008
ongoing
June 2008
A/Deans T&L, HoS
M/S&H
A/Deans T&L
v) Identify and address
barriers to postgraduate study for students with a disability.
Develop and promote scholarship
opportunities for students with a disability.
Review postgraduate procedures
to ensure that programme management and service provision for students
with a disability are fully accessible.
Establish procedures so
that students with a disability in higher degree programmes are able
to negotiate appropriate conditions if these are required.
Dec 2008
Dec 2008
Dec 2008
M/GRSO
M/GRSO
M/GRSO
Implementation Strategies
Actions
Resources
Required
Timeframe
Responsibility
vi) Build the capacity
of University teaching and learning staff to respond effectively to
the needs of students with a disability.
Increase academic staff
awareness of the services provided by UniAccess, Equity and Diversity
Advisers, Associate-Dean (Student Affairs) and Guild Education Office.
Include disability awareness
training and information in the induction of higher degree supervisors.
Create component of disability
awareness training for inclusion in programmes such as Foundations of
University Teaching and Learning and the Teaching Intern Programme.
Encourage academic staff
to adopt appropriately flexible formats for course delivery.
Dec 2007, ongoing
Dec 2008, ongoing
Dec 2008, ongoing
June 2008, ongoing
A/Deans T&L
Dir CATL
Dir CATL
A/Deans T&L
5. INFORMATION TECHNOLOGY AND RESOURCES
Objective
5To provide information technology equipment, facilities and services
that meet the needs of staff and students with a disability.
Executive Responsibility:Executive
Director, Finance and Resources
Key
Performance Indicators:Proportion of staff and students with a disability
indicating that the information technology equipment, facilities and
services provided meet their needs.
Implementation Strategies
Actions
Resources
Required
Timeframe
Responsibility
i) Increase the University’s
capacity to provide administrative information and teaching and learning
materials in accessible formats.
Identify which area of the
University will have responsibility for coordination of the provision
of materials in accessible formats.
Explore feasibility of undertaking
closed captioning of teaching and learning materials within the University.
Ascertain which formats
can currently be produced and the availability of equipment/software
required to create and/or access the formats.
Identify staff responsible
for assisting academic and administrative staff in developing the accessible
formats.
Develop procedures for requesting
alternative formats (including identified need, accessibility requirements,
material complexity, cost, time, etc).
Continue to promote availability
of Lectopia, taping and audio facilities to academic staff.
Develop and distribute guidelines
for developing accessible print, photocopied and PowerPoint materials.
July 2008
M/E&D
Responsibility for these actions will
be allocated following identification of who has overall responsibility
for this strategy.
ii) Support the ongoing
development of a library environment that promotes access of people
with a disability to its services.
Maintain a high profile
for the library disability services pages on library website.
Regularly review the assistive
technology resources in the Reid Library Resource Room and upgrade when
needed.
Provide IT support for running
assistive technology software in the Reid Library Resource Room.
Continue to offer training
in the use of assistive technology to students with a disability.
Ensure the library can provide
alternative access to all library resources.
ongoing
ongoing
ongoing
ongoing
ongoing
Lib
Dir SS
Lib
Lib
Lib
Implementation Strategies
Actions
Resources
Required
Timeframe
Responsibility
iii) Establish review
processes to ensure that IT services, facilities and equipment provided
for students and staff with a disability remain appropriate and relevant.
Address the needs of people
with a disability in the development and review of University IT policies.
Implement an eLearning strategy
to identify and target areas for development or improvement (e.g. increase
in availability of online materials for UWA courses).
Develop process to identify,
evaluate and purchase new specialised information technology.
Develop plan to ensure that
the refurbishment of all major teaching facilities includes the installation
of hearing loops and enable audio and video recording of lectures.
Oct 2007, ongoing
June 2008
Dec 2008
Dec 2008
Dir ITS
Dir CATL
Dir SS, Dir ITS
M/CP, M/AV
iv) Continue improving
all official University websites to ensure they are accessible for staff,
students and, where appropriate, external users with a disability.
Ensure that accessibility
components of University web policy meet national and international
standards.
Develop processes for monitoring
compliance with web accessibility requirements and addressing compliance
issues.
Raise profile of the University
Website Office as source of assistance and support for improving web
accessibility.
Create a web page which
provides clear links to all University web-based disability information,
policies and procedures, facilities, supports and services.
Develop mechanism for logging
web accessibility problems and/or barriers, and for collection of feedback
data.
Dec 2008
Dec 2008
Dec 2008
Dec 2008
Dec 2008
Dir PA
Dir PA
Dir PA
M/E&D
Dir PA
6. EMPLOYMENT AND STAFF DEVELOPMENT OPPORTUNITIES
Objective
6To work toward an equitable representation and distribution of staff
with a disability.
Executive Responsibility:Executive
Director, Finance and Resources
Key Performance Indicators:Proportion
of staff with a disability is comparable with the proportion of the
people with a disability in the overall population.
Equity
Index close to 100 for staff with a disability.
Implementation Strategies
Actions
Resources
Required
Timeframe
Responsibility
i) Improve University-wide
understanding and uptake of employment initiatives such as the Workforce
Diversity Strategy (WDS), supported employment and disability traineeships.
Develop policy statement
and guidelines for recruiting staff through the WDS
and other employment initiatives.
Create pamphlet for University-wide
distribution on policy and guidelines for the WDS and other employment
initiatives.
Continue to network with
external disability agencies under the WDS and other employment initiatives.
Develop information sheet/leaflet
promoting the benefits of employing the supported teams, with guidelines
for creating a welcoming and inclusive work environment.
Dec 2008
Dec 2008
ongoing
Dec 2008
M/E&D
M/E&D
M/E&D
M/E&D
ii) Promote employment
and development opportunities for staff with a disability.
Monitor recruitment, employment
and promotion statistics for staff with a disability.
Work with Mobility Officer
and HR Services to locate suitable work experience, promotion or development
opportunities for staff with a disability.
Encourage staff with a disability
to participate in leadership programmes and workshops.
Further develop and offer
professional development training and seminars for staff recruited through
the WDS and other employment initiatives.
Establish feedback mechanism
for identifying specific employment/professional development needs of
staff with a disability.
ongoing
ongoing
ongoing
ongoing
Dec 2008
M/E&D
M/E&D
Dir OSDS
M/E&D, Dir OSDS
Dir OSDS
iii) Develop a strategy
to capture more comprehensive data for staff with a disability.
Undertake a campaign to
encourage staff to regularly update their demographic data on ESS.
Update demographic data
form to encourage new staff to register as having a disability
July 2008
July 2007
Dir HR
M/E&D
APPENDIX 1
ABBREVIATIONS
UWA POSITIONS
SDVCSenior Deputy Vice
Chancellor
DVC EdDeputy Vice Chancellor
Education
Dir ASDirector, Administrative
Services
Dir FMDirector, Facilities
Management
Dir HRDirector, Human
Resources
Dir ITSDirector, Information
Technology Services
Dir LSDirector, Legal
Services
Dir PADirector, Public
Affairs
Dir SSDirector, Student
Services
A/Deans T&LAssociate
Deans (Teaching and Learning)
HoSHeads of School
LibLibrarian
M/AVManager, Audio-Visual
Unit
Dir CATLDirector, Centre
for Advancement of Teaching and Learning
M/CPManager, Campus
Planning
M/E&DManager, Equity
and Diversity
M/GRSOManager, Graduate
Research and Scholarships Office
M/HRSManager, HR Services’
Land ArchLandscape
Architect
Dir OSDSDirector, Organisational
and Staff Development Services
M/PUManager, Publications
Unit
M/S&HManager, Safety
and Health
M/UniprintManager,
Uniprint
M/UTManager, University
Theatres
SCSP (HR)Senior Consultant,
Strategic Policy (Human Resources)
HeadsHeads of Organisational
Units
OTHER
DDADisability Discirmination
Act
DSADisability Services
Act
DSCDisability Services
Commission
ESSEmployee Self-Serve
HREOCHuman Rights and
Equal Opportunity Commission
APPENDIX
2
ALIGNMENT OF UWA
OBJECTIVES WITH DSA DESIRED OUTCOMES
The points of intersection
between the WA Disability Services Act Desired Outcomes and the
UWA Objectives are indicated below.
People with disabilities
have the same opportunities as other people to access the services of,
and any events organised by, the relevant public authority.
Objective
1. Policy, Planning and Resource Allocation. Implementation Strategy
i and ii (p.9).
Objective
4. Teaching and Learning (pp.15-16).
Objective
5. Information Technology and Resources. Implementation Strategy ii
(p.18).
People with disabilities
have the same opportunities as other people to access the buildings
and other facilities of the relevant public authority.
Objective
3. Physical Access and Way Finding (pp.13-14).
People with disabilities
receive information from the relevant public authority in a format that
will enable them to access the information as readily as other people
are able to access it.
Objective
5. Information Technology and Resources (pp.18-19).
People with disabilities
receive the same level and quality of service from the staff of the
relevant public authority.
Objective
2. Awareness and Responsiveness. Implementation Strategies i and ii
(p.11).
Objective
4. Teaching and Learning. Implementation Strategy vi (p.17).
People with disabilities
have the same opportunities as other people to make complaints to the
relevant public authority.
Objective
1. Policy, Planning and Resource Allocation. Implementation Strategy
iii (p.10).
Objective
2. Awareness and Responsiveness. Implementation Strategy ii (p.11).
Objective
3. Physical Access and Way Finding. Implementation Strategy iv (p.14)
Objective 4. Teaching
and Learning. Implementation Strategy iii (p.16).
Objective 5. Information
Technology and Resources. Implementation Strategy iv (p.19).
People with disabilities
have the same opportunities as other people to participate in any public
consultation by the relevant public authority.
Objective 1. Policy,
Planning and Resource Allocation. Implementation Strategy iii (p.10).
Objective
3. Physical Access and Way Finding. Implementation Strategy iv (p.14).
Objective
4. Teaching and Learning. Implementation Strategies ii-iv (pp.15-16).
Objective
5. Information Technology and Resources. Implementation Strategy iii
(p.19).
Provisions regarding
contractors.
Objective 1. Policy,
Planning and Resource Allocation. Implementation Strategy iv (p.10).
APPENDIX
3
DEFINITIONS
The Western Australian
Disability Services Act 1993 (amended 2004) states that “a person
with a disability has the right to be respected for their human worth
and dignity and has the same human rights as other community members,
regardless of the degree and nature of their disability.”1
Under the Disability
Services Act (Part 1) ‘disability’ means a disability –
which is attributable to
an intellectual, psychiatric, cognitive, neurological, sensory, or physical
impairment or a combination of those impairments;
which is permanent or likely
to be permanent;
which may or may not be
of a chronic or episodic nature; and
which results in –
a substantially reduced
capacity of the person for communication, social interaction, learning
or mobility; and
a need for continuing support
services.
Under the Commonwealth
Disability Discrimination Act 1992, ‘disability’ means:
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 the 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 judgments or that results in disturbed behaviour;
and includes a disability
that:
presently exists; or
previously existed but no
longer exists; or
may exist in the future;
or
is imputed to a person.
1 Disability
Access and Inclusion Plans: Resource Manual for State Government, p.6.
UWA Disability Access
and Inclusion Action Plan 2007-2011
UWA Disability Access
and Inclusion Action Plan
DAIAP Implementation
Schedule 2007-2009
UWA DAIAP Implementation
Schedule 2007-2009
UWA DAIAP Implementation
Schedule 2007-2009