Human Resources Unit
The strategies in this section of the Disability Action Plan principally affect students with disabilities
This section of the action plan will be reviewed annually by the Pro Vice Chancellor: Access and Learning Support to ensure that tasks are completed and/or being implemented. The University’s Student Evaluation Questionnaire (SEQ) will provide regular information about the perceptions of students with disabilities of their university experience and their satisfaction with accommodations made and service received. Academic staff will be encouraged to add additional questions to the core of the Course Evaluation Instrument seeking feedback particularly related to issues faced by students with disabilities.
The University’s Equity Strategic Plan 2004–2006 includes the following goals:
Where these goals are applied specifically to students with disabilities they lead to the aims expressed in the University Policy for Students with Disabilities:
The following strategies summarise the University’s intention to identify and eliminate from its structures and practices unlawful direct, indirect and systemic discrimination towards students with disabilities. These strategies amplify the goals of the Students with Disabilities policy and include general performance indicators.
Each Division, School and Administrative Unit develops its own strategies and performance indicators, which can be accessed through the appropriate links. These individual plans will be considered in the annual evaluation of the student section of the Disability Action Plan.
1.1 Teaching and learning, administrative and research environment for students
The aim of this section is that the University meet the goals detailed in the Policy: Students with Disabilities and remove any discrimination from its practices.
| No | Strategy | Key Performance Indicators | Responsibility | Time Line |
|---|---|---|---|---|
| 1 | Ensure that Divisions, Schools, Institutes and Units include in their planning, activity, evaluation and review strategies to ensure that students with disabilities can access, participate in and achieve satisfactory outcomes in academic and all other aspects of University life. |
|
Division Pro Vice Chancellors, Heads of School, Directors of Research Institutes, Directors/Managers of Units | Annually and ongoing |
| 2 | Ensure that all staff within Divisions, Schools, Institutes and Units take reasonable steps to remove barriers for students with disabilities. |
|
Division Pro Vice Chancellors, Heads of School, Directors of Research Institutes, Directors/Managers of Units | Ongoing |
| 3 | Ensure appropriate information is provided to prospective students that will enable them to make informed decisions about application and enrolment Staff are able to answer enquiries about programs, entry requirements, prerequisites and avenues for entry into UniSA for students with disabilities. |
|
Division Pro Vice Chancellors, Heads of School; Directors of Research Office, Flexible Learning Centre, Student & Academic Services, Marketing & Development Unit | Ongoing |
| 4 | Ensure reasonable adjustments are in place so that students with disabilities are able successfully to complete their program of study. |
|
Division Pro Vice Chancellors, Heads of School, Directors of Research Institutes; Directors: FLC, Information Technology Strategy and Services, SAS and University Librarian | Ongoing |
| 5 | Ensure all new online developments comply with the University’s Online Accessibility Plan. |
|
Division Pro Vice Chancellors, Heads of School, Directors of Research Institutes, Directors/Managers of Units | As in OAP guidelines |
| 6 | Undertake regular evaluation of the University’s environment for students with disabilities using consultative mechanisms and practices to ensure continuous improvement in services and facilities. |
|
Division Pro Vice Chancellors, Heads of School, Directors of Research Institutes, Directors/Managers of Units | At least annually |
1.2 Teaching and learning
The aim of this section is to provide an academic environment that is inclusive of students with disabilities
| No | Strategy | Key Performance Indicators | Responsibility | Time Line |
|---|---|---|---|---|
| 1 | Ensure all academic staff are aware of and use inclusive teaching practices and academic assessment strategies for students with disabilities. |
Annual strategic plans are inclusive of students with
disabilities. Teaching @ UniSA includes information about teaching and assessing students with disabilities. |
Divisions and Schools Flexible Learning Centre professional development staff |
Ongoing |
| 2 | Provide opportunities for staff who use best practice when teaching students with disabilities to disseminate their ideas. | Regular professional development forums are held. | Deans Teaching and Learning; FLC professional development staff | At least annually |
| 3 | Ensure procedures are in place to support academics who require professional development assistance when teaching students with disabilities. | Professional development needs are identified and
professional workshops run. Academic staff use resources available within the Flexible Learning Centre. |
Deans Teaching and Learning in conjunction with FLC professional development staff | Ongoing |
| 4 | Ensure course and program evaluation instruments provide students with disabilities an opportunity to identify issues to be addressed and to report levels of satisfaction. | All course and program evaluation instruments include questions about the experiences and satisfaction levels of students with disabilities. | University Teaching & Learning Committee | Ongoing |
| 5 | Ensure course materials are provided to students with disabilities at least two weeks before semester start to allow time for alternative formats to be provided. | Materials in alternative formats are available before the start of semester. | Course Coordinators | Each semester |
| 6 | Ensure all new course developments, including online courses, allow for necessary adjustments for students with disabilities. | Courses are
able to be modified for students with disabilities without compromising
learning requirements or outcomes. Online courses are accessible to students with disabilities. |
Program Directors | Ongoing |
1.3 Support for teaching, learning and research
The aim of this section is to ensure that the activities of units that support teaching and learning are inclusive of students with disabilities.
| No | Strategy | Key Performance Indicators | Responsibility | Time Line |
|---|---|---|---|---|
| 1 | Ensure FLC, ISTS and Library staff are aware of inclusive practices for students with disabilities. | Units’ staff induction includes
information about students with disabilities. Procedures and mechanisms are in place for responding to the needs of students with disabilities Staff respond appropriately to requests from students with disabilities. |
Director FLC Director ISTS University Librarian |
Ongoing |
| 2 | Ensure Flexible Learning Centre’s Teaching @ UniSA and professional development activities for teaching staff are inclusive of students with disabilities. | Flexible Learning Centre induction and professional development for teaching staff include strategies on how to accommodate students with disabilities. | Director FLC | Ongoing |
| 3 | Ensure all new online information, including online learning materials, is inclusive of students with disabilities. | Compliance with current online accessibility guidelines is achieved. | Pro Vice Chancellor: Access & Learning Support | As per OAP guidelines, url |
| 4 | Ensure the provision of adaptive technologies, including Library based services for students with disabilities | A range of study environments
for adaptive technology is provided and maintained at each campus
Library. Students accessing Adaptive Technology Services receive initial support. Appropriate and immediate action occurs when issues are raised. |
Director FLC Disability Adviser FLC Director ISTS University Librarian |
2006 |
| 5 | Monitor the provision of FLC, ISTS and Library services to ensure needs are being met for students with disabilities. | Consultations are
held with students with disabilities.
Appropriate and immediate action occurs when issues are raised. |
Director FLC, Disability Adviser FLC, Director ISTS, University Librarian | At least annually |
| 6 | Ensure that barriers to access to computing facilities for students with disabilities are identified and remedied. | Information Strategy and
Technology Services staff conduct regular reviews and upgrades of
facilities. Information Strategy and Technology Services staff respond appropriately to issues identified. Adaptive technologies are installed as necessary. Computer pools are accessible to students with disabilities. |
Director ISTS Director Property Ongoing |
By 2006 |
1.4 Teaching and learning
The aim of this section is ensure that the Student and Academic Services Unit continues to provide responsive, timely and reliable services for students with disabilities.
| No | Strategy | Key Performance Indicators | Responsibility | Time Line |
|---|---|---|---|---|
| 1 | Ensure SAS staff are aware of inclusive practices for students with disabilities. | Student and Academic Services staff induction includes
information about accommodating students with disabilities.
Staff respond appropriately and in a timely manner to requests from students with disabilities. |
Director SAS | |
| 2 | Ensure admission and enrolment processes are accessible to students with disabilities. | Students with disabilities can access admission and enrolment processes. | Director SAS | Ongoing |
| 3 | Monitor student feedback to identify issues relating to students with disabilities and levels of satisfaction. | Evaluation is carried out and issues are implemented. | Director SAS Student Services Advisory Committee |
Annually |
| 4 | Ensure that the procedures detailed in the Assessment Policy and Procedures Manual include reasonable accommodations for students with disabilities in assessment and examinations and that the procedures are followed by academic staff. | Students with disabilities receive reasonable accommodation in assessment and examinations, in accordance with University policy. | Director SAS Division PVCs Heads of School Program Directors |
Ongoing |
| 5 | Ensure Campus Central staff are able to manage enquiries from students with disabilities. | Campus Central staff participates in professional development sessions that include information about students with disabilities. | Director SAS Campus Central Coordinators |
Ongoing |
| 6 | Ensure academic transcripts and other documentation are available in different formats as needed by students with disabilities. | Alternative format transcripts are provided as needed. | Director SAS | Ongoing |
| 7 | Ensure that graduation ceremonies accommodate graduands with disabilities. | Graduates with a disability are able to participate in Graduation ceremonies. | Director SAS | As required |
