Student Disability Support

Student Disability Support

SUMMARY

The Student Disability Support Policy establishes Macquarie University's approach to the provision of reasonable adjustments to ensure fair and inclusive treatment for students with disabilitys, in an environment free from harassment and discrimination.

To Procedure outlines the responsibilities and actions required to enable students with a disability, or a student associate of a person with a disability, to access services and support. Additional information is provided within:

Guideline - Student Disability Support: Developing Individual Educational Access Plans

Schedule 1 - Student Disability Support: Disability Service Practitioner Roles

Schedule 2 - Student Disability Support: Health Practitioners Report

POLICY

1     PURPOSE

This policy supports Macquarie University's provision of a virtual or physical, social and learning environment that complements and enhances the University experience for students with a disability on the same basis as other students, in an environment free from harassment and discrimination.

2     BACKGROUND

Macquarie University is committed to promoting and implementing the principles of the Disability Discrimination Act 1992 (Commonwealth) ("DDA"), the Disability Standards for Education 2005 (Commonwealth) ("Standards"), Disability Services Act 1993 (NSW) ("DSA"), the Anti-Discrimination Act 1977 (NSW) and the University's Disability Action Plan 2012-17.

This policy outlines the rights and responsibilities of Macquarie University staff and students in relation to:

* Students with disability;
* Students who have an associate with disability;
* The University's application of the principle of reasonable adjustment to ensure fair and inclusive treatment for students with disability.

3     SCOPE

This Policy applies to all staff and students of the University

4     DEFINITIONS

Commonly defined terms are located in the University Glossary. The following definitions apply for the purpose of this Policy:

Adjustment: A measure or action (or a group of measures or actions) taken by the University that has the effect of assisting a student with disability on the same basis as a student without disability, and includes an aid, a facility, or a service that the student requires because of their disability. An adjustment can be administrative, environmental or procedural alterations in the learning situation which removes barriers for a student with disability so they can perform the inherent requirements of the course of study.

Assessment: Illustrative task or performance opportunity that closely targets defined learning outcomes, allowing students to demonstrate their knowledge and ability to meet the learning requirements of a course. This includes both the content and design of assessment tasks.

Associate: A student who provides support to a person with disability who may or may not be a student at the University. An associate may include but is not limited to:
* a spouse of the person; or,
* another person who is living with the person on a genuine domestic basis; or,
* a relative of the person; or,
* a carer of the person, or,
* other groups listed within the Disability Discrimination Act 1992 (Commonwealth).

Disability: Disability is very broadly defined under the DDA as any physical, sensory, neurological, intellectual, psychiatric, or learning disability in relation to a person and includes:

* 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, 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:
* presently exists; or
* previously existed but no longer exists; or
* may exist in the future (including because of a genetic predisposition to that disability); or
* is imputed to a person.

A disability that is otherwise covered by this definition includes behaviour that is a symptom or manifestation of the disability.

Disability Action Plan: An organisational plan for the removal, as far as possible, of discrimination against people with disability. The Disability Action Plan identifies actions that the University does and will take to ensure that education and employment, services, premises and facilities are accessible and non-discriminatory to people with disability.

Disability Service: The University Disability Service provides specialised assessment, advice, information, support and recommendations to staff and students regarding reasonable adjustments, resources and services for students with a disability.

Academic and professional staff can obtain advice and information on accessibility, inclusive teaching and learning strategies and how various disabilities may affect a student's study.

Disruption to Studies: A process implemented by the University intended to help minimise the impact of serious and unavoidable disruptions that arise after a study period has commenced, which may adversely affect a student's academic performance in assessment activities. Such disruptions commonly relate to changes in personal, social or domestic circumstances, and may include, the commencement or exacerbation of illnesses (either physical or psychological) or injuries, accidents, societal demands (such as jury service), bereavement, family breakdown, or unexpected changes in employment situations.

Harassment: Any type of behaviour, explicit or implicit, verbal or non-verbal that is unwelcome, offensive, abusive, belittling or threatening.

Individual Educational Access Plan (IEAP): A student centred plan that sets out the academic, practicum, examination, assessment, library, security and information technology requirements the student will need whilst studying at Macquarie University. Where appropriate, a student undertaking placement may require the development of an additional plan that includes adjustments recommended by an independent workplace risk assessment.

Inherent requirements: The essential activities, capacities and academic requirements that are necessary for a student to successfully achieve the core learning outcomes of a Macquarie University degree or program or unit. Students must meet the inherent requirements in order to complete their Macquarie University degree, program or unit and graduate.

Inherent requirements do not refer to all of the requirements of a learning outcome, but rather contrast with the minor or non-essential elements, which may be negotiable or flexible. All students, including students with disability, must meet the inherent requirements of the individual compulsory units to complete the course or program of study. Inherent requirements ensure the academic integrity of a course or unit is maintained and preserves the University's learning, assessment and accreditation processes. They must be met by all students. In assessing whether an adjustment to the course or unit in which the student is enrolled, or proposes to be enrolled, is 'reasonable' (see below), the University is entitled to maintain the academic requirements of the course or unit, and other requirements or components that are inherent in or essential to their nature.

On the same basis: A student with disability has opportunities and choices in courses or programs and the use of the University's facilities and services comparable to those of other students without disability.

Placement: Fieldwork, workplace experiences and/or other practical training requirements that compromise:
* all or part of a subject or course and/or,

* a PACE unit and/or,
* optional placements or internships offered by the University.

Reasonable: An adjustment is reasonable in relation to a student with disability or an Associate if it balances the interests (including the health and safety) of all parties affected. Consideration needs to be given to:
* the effect of the adjustment on the student's ability to meet the inherent requirements and learning outcomes of the unit or course;
* the costs and benefits of making the adjustment; and
* the interests of all parties affected, including those of the student with disability, staff and other students, the University or colleges.

Staff: All persons appointed as academic or professional staff of Macquarie University, whether they hold full-time, part-time, casual or conjoint appointments.

Student: A person registered for a course at Macquarie University including a person who approaches the University about seeking admission to, or applying for enrolment in, the University.

Support Services: An action or program provided by Macquarie University that assists a student's ability to participate in the University's physical, virtual, social and learning environments.

Universal design: Is the design of services, devices, products, communication and built environments, to be usable by as many people as possible at little or no extra cost without need for adaptation or specialised design.

A universal design to curricula is student centred, inclusive and enables students with disability to fully participate and demonstrate equivalence in learning outcomes.

University Activities: The activities of the University, any student organisation or any member of the University community including:

* teaching, study and research at the University;
* the conduct of any academic exercise;
* recreational, commercial, disciplinary, commercial or ceremonial activities of the University or the University community;
* any clinical, professional or practical work, research, workshops, camps or field or vocational placements and any other activities arranged, sponsored, controlled or supervised by the University whether or not it is part of a program or unit of study at the University;
* the provision by the University of services to the general community;
* the use or enjoyment of any University property by any person authorised by the University; and
* the management or administration of the University.

Unjustifiable hardship: Under section 10.2 of the Standards, it is not unlawful for the University to fail to comply with a requirement of the Standards if, and to the extent that, compliance would impose unjustifiable hardship on the University.

Unjustifiable hardship has a meaning in accordance with Section 11 of the DDA.

In determining what constitutes unjustifiable hardship, in relation to an adjustment for a student with disability, all relevant circumstances of the particular case are to be taken into account including:
* the nature of the benefit or detriment likely to accrue or be suffered by any persons concerned; and
* the effect of disability of a person concerned; and
* the financial circumstances and the estimated amount of expenditure required to be made by the person claiming unjustifiable hardship; and
* in the case of the provision of services, or the making available of facilities - an action plan given to the Australian Human Rights Commission under section 64 of the DDA.

5     POLICY STATEMENT

Macquarie University aims to:
* provide current and future students with a disability the opportunity to realise their potential for physical, social, emotional and intellectual development through full participation in the University;
* respect an individual's right to privacy and confidentiality when providing support services to current and future students with disability;
* raise the awareness of its community regarding the requirements and rights of people with disability;
* provide a university experience to be treated with dignity and respect which provides equal opportunity for all students with disability to access, participate and enjoy the benefits of education and to participate fully in university life;
* to ensure that future students with disability are able to seek admission to the University on the same basis as future students without disability and without experiencing discrimination.

The University will:
* consult with students with disability to identify reasonable adjustments that may be required to facilitate their access to and participation in programs and courses on the same basis as students without disability;
* ensure that students with disability can access support services that it provides on the same basis as students without disability and without these students experiencing discrimination. The University will provide specialised support services to students with disability so that they may negotiate reasonable adjustments;
* identify and uphold the essential academic requirements of its programs and courses
* implement universal design principles that plan for maximum access to content, tasks, activities, events and environments without the need to action adjustments based on individual circumstances or needs;
* consider and respond to the health and safety needs of all individuals during university activities;
* provide an environment free from harassment and discrimination, and a clear process for redress where a student believes they have been harassed, bullied or discriminated against.

STUDENT RESPONSIBILITIES AND DISCLOSURE

All current or future students are required to familiarise themselves with the inherent requirements of their chosen course before enrolment.

All current or future students are required to familiarize themselves with the eligibility criteria for registration with professional registration boards before enrolling in the course.

Current or future students with a disability are encouraged to disclose the nature and extent of their disability to the Disability Service. Students have the right to disclose only to the Disability Service for the purpose of identifying and implementing appropriate education related adjustments without having to disclose their disability to all other staff.

It is the responsibility of the student with disability to register and disclose to the Disability Service any disability they experience that is likely to impact on their ability to access course materials/content or environments, participate and meet the learning outcomes or inherent requirements (including assessments) of course units in which they are enrolled.

Information provided to the Disability Service about the nature of a student's disability will not be disclosed outside of the Disability Service unless:
* the University has reasonable grounds for concern about the health or safety of the student or other persons; or
* the student gives express consent; or
* the disclosure of the information is required by law; or
* it is necessary for the University to obtain legal advice.

Information about the functional impact of a student's disability will be included in the student's Individual Educational Access Plan for each student with a disability registered with the Disability Service. The Individual Educational Access Plan will set out the specific reasonable adjustments required for the student. Students will be required to give written approval for the Individual Educational Access Plan to be distributed, in accordance with the University's privacy compliance framework to those with a legitimate need to know, for implementation.

Current or future students with a disability who believe they will require any reasonable adjustments will be required to disclose the nature of their impairment or medical condition and provide appropriate supporting documentation about the possible impact on them in the context of the learning environment in a timely manner and to the Disability Service.

While the University undertakes to assist students with disability, it can only do so if students identify and engage in a process of consultation with the University to determine reasonable adjustments. Students are responsible for disclosing to the Disability Service if the reasonable adjustments provided are ineffective and/or if further adjustments are required to manage the impact of their disability. Failure to declare specific requirements at the earliest opportunity may lead to a disruption of a student's study program, or a delay in service provision.

The purpose of disclosure is not to exclude students from opportunities but to enable full participation, and access to a safe environment with appropriate adjustments.

MAKING REASONABLE ADJUSTMENTS

The University will provide reasonable adjustments to students with disability consistent with the Disabilities Standards for Education 2005. In determining whether a particular adjustment for a student with disability is reasonable, all relevant circumstances and interests will be taken into account, including the following:

  • the student's disability;
  • the views of the student and the student's advocate;
  • the effect of the adjustment on the student, including the effect on the student's:
    • ability to achieve learning outcomes,
    • ability to participate in courses or programs, and
    • independence;
  • the effect of the proposed adjustment on anyone else affected, including but not limited to the University and its Colleges, staff and other students;
  • the inherent requirements of the course or program; and
  • the costs and benefits of making the adjustment.

Following assessment and registration with the Disability Service, the University may implement support services and programs intended specifically for the benefit of a student with disability to participate in their studies and to facilitate independent learning.

The Disability Service may support a student who is an Associate of a person with disability by making recommendations for adjustment to meet the specific needs of the Student.

EVIDENCE

To assist with the identification of appropriate reasonable adjustments, the University requires students seeking adjustments to supply supporting documentation about the nature and impact of their disability in the learning environment. In assessing a particular adjustment for a student with a disability, current, relevant and appropriate medical or specialised documentation must be provided to substantiate the reasonableness of the adjustment.

The evidence must:
* identify and describe the disability;
* explain the severity and impact of the disability;
* clearly describe how the disability may adversely impact on the student's capacity to undertake educational tasks; and
* state whether the disability is temporary, permanent/unchanging, or likely to fluctuate over time.

For conditions that are indicated to be temporary or fluctuate over time, the Disability Service may need to request updated disclosures, via new supporting documentation from the student's health professional, prior to completing their assessment and recommending reasonable adjustments to be implemented.

The University may not be able to assess and/or determine the provision of a reasonable adjustment if supporting evidence is not provided to the Disability Service.

A student who is an Associate of a person with disability may be entitled to reasonable adjustments. Alternatively, such students may be eligible for special consideration. In this case, students should refer to the Disruption to Studies Policy to determine whether they are eligible. In either case, the student associate of the person with disability will need to provide evidence of their relationship to the person with disability and how their responsibilities in that relationship impact on their capacity to undertake educational tasks.

ACADEMIC ASSESSMENT

A student with disability may be entitled to reasonable adjustment to assessment.

Consultation shall occur in relation to reasonable adjustment to assessments. Consultation shall involve the student requesting reasonable adjustment, the Unit Convener and/or HDR supervisor.

Students with disability who have not registered with the Disability Service may be eligible for special consideration for an assessment task and should refer to the Disruption to Studies Policy.

PRACTICAL PLACEMENT

A student with disability undertaking fieldwork, workplace experiences and/or other practical training (eg PACE unit) may be entitled to reasonable adjustment.

Consultation shall occur in relation to reasonable adjustment to placements. Consultation shall involve the student requesting reasonable adjustment, the Disability Service, the staff member responsible for coordinating the placements, and (if applicable) the placement organisation.

Where appropriate, an independent workplace risk assessment may be completed to make recommendations regarding reasonable adjustments for students with disability on placement.

Students are encouraged to contact the University as early as possible to disclose their disability to discuss required reasonable adjustments. Late disclosure may affect the University in being able to assess or provide for reasonable adjustments for students before they commence their placement.

WORK HEALTH AND SAFETY

Macquarie University recognises its obligations and responsibilities under the Work Health and Safety Act 2011. The University is committed to ensuring a safe work/study environment and to ensuring that Work Health and Safety planning and activities also incorporate the requirements of people with disability. Students with disability must meet Work Health and Safety requirements when participating in University activities.

COMPLAINTS

Complaints are governed by the Complaint Management Procedure for Students and Members of the Public.

Students who believe they have been treated unfairly, or received inadequate delivery or quality of services, are encouraged to use the University procedures on appeals, grievances and complaints. Macquarie University is committed to accessible, fair and confidential processes for the resolution of complaints, including those based on allegations of discrimination on the grounds of disability.

Any questions or concerns on matters pertaining to disability discrimination may be referred to the Equity and Diversity Unit or to Disability Services in the first instance.

Complaints may also be made externally to the Australian Human Rights Commission or the NSW Anti-Discrimination Board.

6     RELEVANT LEGISLATION

Disability Discrimination Act (Cwlth) 1992
Disability Standards for Education 2005 and accompanying Guidance Notes
World Health Organization (WHO, 2001).  International Classification of functioning, disability and health.  Geneva: World Health Organization.

7     KEY RELATED DOCUMENTS

Student Disability Support Procedure
Student Disability Support Schedule 1: Disability Service Practitioner Roles
Student Disability Support Schedule 2:  Health Practitioners Report
Student Disability Support Guideline:  Developing Individual Educational Access Plans
Disability Services Registration Form
Assessment Policy Schedule 4 Final Examination Requirements
Complaint Management Procedure for Students and Members of the Public
Discrimination, Bullying and Harassment Prevention Policy
Disruption to Studies Policy
Macquarie University Privacy Framework
Macquarie University Disability Action Plan
PACE Operational Disability Action Plan

8     NOTES

8.1
Contact Officer
Director Campus Wellbeing and Support Services
8.2
Implementation Officer
Director Campus Wellbeing and Support Services
8.3
Approval Authority / Authorities
Academic Senate ResNo: 15/116
8.4
Date Approved
10 November 2015
8.5
Date of Commencement
10 November 2015
8.6
Date for Review
November 2018
8.7
Documents Superseded by this Policy
Nil
8.8
Amendment History
August 2016 - Following introduction of new Assessment Policy, replacement of Final Examination Policy with Assessment Policy Schedule 4 Final Examination Requirements in Key Related documents

PROCEDURE

1     PURPOSE

To outline the responsibilities and actions required to enable students with a disability or a student associate of a person with a disability (both hence referred to as ‘student’) to access services and support in accordance with the Student Disability Support Policy (‘the Policy’).

2     SCOPE

This Procedure applies to all staff and students of the University.

3     DEFINITIONS

Commonly defined terms are located in the University Glossary.  In the event of an inconsistency of definitions this procedure will yield to definitions in the Student Disability Support Policy, followed by University Rules.

Disability Service Practitioner:  A Disability Service Practitioner is a staff member who works for Campus Wellbeing and Support Services, and, has an employment title specified in Schedule 1.  

In this specific context, Campus Wellbeing and Support Services is limited to including: The Disability Service and Counselling and Psychologist Services (CAPS). It does not include other departments/business units.

A person who bears an employment title not listed in Schedule 1, or, is employed in a department/business unit which is not Campus Wellbeing and Support Services, shall not constitute a Disability Service Practitioner under any circumstances.

Manager, Allied Health:  The Manager, Allied Health is the manager responsible for operations of the Disability Service, CAPS and the associated Disability Service Practitioners. For the purposes of this procedure and associated policy, the Manager, Allied Health is able to perform (if required) all functions of a Disability Service Practitioner.

4     RESPONSIBILITIES AND REQUIRED ACTIONS

STUDENT

In order to obtain reasonable adjustments student(s) must first register with the Disability Service.   A student is under no obligation to register however the University may be unable to provide services if registration does not occur.

Register with the Disability Service
Complete a registration form, and agree to any Terms of Service.

Attach to the registration form supporting document(s) as outlined below. Supporting document(s) must be attached to the registration form before it can be submitted.

Meet with a Disability Service Practitioner who will assess the information, discuss relevant reasonable adjustments and their implementation.

(NB: These steps may occur concurrently, individually and may vary in the order in which they occur, but all must be completed in order to consider registration complete).

Supporting Document(s) (‘evidence’)
Any supporting document must comply with the evidence requirements as follows:

The preferred type of evidence (supporting document) is that of a ‘Health Practitioners Report’, contained within Schedule 2 of this procedure.

Where evidence does not comply with the requirements, the Disability Service will require new or additional documentation to satisfy these requirements.

The Disability Service may request updated or new documentation to support the current status of the health condition.

The Disability Service or delegate may refer any documentation for verification as part of the University’s fraud prevention measures.

Communicate with the Disability Service and Staff Generally
Raise any questions or concerns related to this procedure and the related processes in a timely manner with the Disability Service.

Raise any questions or concerns relating to reasonable adjustments with both Academic Staff and the Disability Service concurrently.

Raise any questions or concerns relating to reasonable adjustments of a non-academic nature with the relevant staff member/unit (eg Security, Library) and the Disability Service concurrently.

Complaints
Refer to the Complaint Management Procedure for Students and Members of the Public (CMP) to complain about any aspect of the University’s approach to Disability Support.

Seek advice and support from the Disability Service or the Equity and Diversity Unit, in addition to those mentioned in the CMP, in an effort to resolve any concerns.

Engage in any dispute resolution internal to the University in good faith so that a resolution can be achieved in a timely and fair manner.

Nothing in this procedure shall limit a Student or Associate’s right to engage in dispute resolution bodies external to the University.

DISABILITY SERVICE

Upon receipt of a Registration Form and supporting document(s):

Consultation with and Assessment of Student
Meet with a Student who has completed a registration form and accepted the Terms of Service.

Explain to the Student via an appropriate modality the management of their health information, including confidentiality and limitations of confidentiality. This should include an explanation of potential stakeholders who will be required to receive information about the Student in order to implement their reasonable adjustments.

Assess the Student’s health condition(s) / situation and discuss reasonable adjustments and how they might be implemented. During this assessment set reasonable expectations of the Disability Service and the reasonable adjustments in the context of inherent requirements of their studies.

Individual Educational Access Plan (IEAP)

  • Prepare an Individual Educational Access Plan (IEAP) which outlines the agreement between the student and the Disability Service with relation to reasonable adjustments.
  • Obtain acceptance and agreement of the IEAP from the Student in writing.


Consultation with other Stakeholders

  • Liaise with all and only relevant Staff to
    • effect implementation of the IEAP. This may include academic staff, administrative staff, examinations staff, security staff, library staff, etc. This may also include the engagement of other specialist staff or contractors engaged for specific purposes related to the IEAP, and
    • discuss any difficulties which may arise concerning implementation of the IEAP.
  • Document any difficulties that arise and consult with the relevant stakeholder(s) to identify alternatives or otherwise options to address such difficulties.
  • Where a difficulty results in a change to the reasonable adjustment able to be offered, consult with the Student.
  • Continue consultation with relevant staff and the Student until a satisfactory resolution / satisfactory reasonable adjustments are achieved.
  • This tripartite consultation regarding the IEAP must be concluded within 5 working days, to avoid any detriment to the Student’s studies, academic standards, or otherwise.
  • Where a satisfactory resolution cannot be achieved within 5 working days, engage the assistance of the Manager, Allied Health and relevant academic Head of Department or Associate Dean, Learning and Teaching.

Following the completion of these steps the IEAP shall be considered finalised as an agreement.

Implement the agreed reasonable adjustments per the timeframes in the IEAP; should a timeframe not be stipulated, within five (5) working days.

Receive, record, store any and all documents tendered by a Student as part of their registration. Such documents should be handled in accordance with the University’s privacy requirements, and stored within the designated secured electronic record and information management system of the Disability Service.

Maintain records of all interactions between the Student and Disability Service staff.  Records must be held securely but quickly accessed by authorised staff. Records are not to be held solely in private systems, eg email.

Non-Registration or Non-Disclosure
Where a Student chooses to not register with the Disability Service, the University will not be in a position to provide any reasonable adjustments.  Reasonable adjustments can only be provided after assessment of information obtained through the registration process.

Where a Student chooses to not provide supporting documentation, or otherwise does not provide required documentation, the University will not be in a position to provide any reasonable adjustments.  Reasonable adjustments can only be provided after assessment of information obtained through the registration process.

This procedure does not limit any Student’s ability to engage the use of other policy areas such as Disruptions to Study. It is however noted that other policy areas such as Disruptions to Study may impose eligibility criteria which must be complied with.

This procedure and any steps herein do not modify nor affect any other Policy or Procedure’s operation or requirements.

ACADEMIC STAFF / PROFESSIONAL STAFF

Reasonable Adjustments
Receive notification from the Disability Service that a Student has an IEAP.

Where appropriate and necessary discuss the relevant reasonable adjustments from the IEAP with the relevant Disability Service staff member.

Consult with the relevant Disability Service staff member regarding any questions or concerns relating to the implementation of the IEAP.

Where issues arise with respect to the implementation of the IEAP, engage with the relevant Disability Service staff member and Student per the process described in Steps 3 – 8 above until a satisfactory resolution can be achieved.

Implement the relevant reasonable adjustments from the IEAP within a timely manner.

Do not implement a reasonable adjustment if it would compromise academic standards or otherwise create a situation where inherent requirements of a course or unit would not be met.  Liaise with the Disability Service as soon as possible.

Document the implementation of reasonable adjustments via the designated system to evidence what has been done. This documentation may be batched if there are multiple reasonable adjustments being implemented to ensure evidence is available without creating additional workloads.

Review effectiveness of the reasonable adjustments and liaise with the Disability Service if there is any concern.

Where appropriate, receive or request training to become familiar with the University’s obligations to provide reasonable adjustments as set out in the Student Disability Support Policy.

PLACEMENT PROVIDER / PROFESSIONAL STAFF

Receive notification from the University that a Student has an IEAP.

Implement the relevant reasonable adjustments from the IEAP within a timely manner.

Consult with the Disability Service regarding any questions or concerns relating to the implementation of the IEAP.

Document the implementation of reasonable adjustments via the designated system to evidence what has been done. This documentation may be batched if there are multiple reasonable adjustments being implemented to ensure evidence is available without creating additional workloads.

Review effectiveness of the reasonable adjustments and liaise with the Disability Service if there is any concern.

UNIVERSITY LIBRARIAN / PRO-VICE CHANCELLOR (LEARNING AND TEACHING) / CHIEF INFORMATION OFFICER

Ensure educational resources are available in an accessible format.  Educational resources may include (but not limited to): hard and soft copy journals, books, etc provided by the Library; student administration systems (such as iLearn, eStudent, AskMQ, etc);  course documents.

Ensure professional assistance is available to students if required when accessing educational resources.

Ensure all website content produced after the date of this procedure’s approval is compliant with W3C Guidelines to AA level or above.

EXCEPTIONS
Disability legislation and the Student Disability Support Policy outline exceptions to the implementation of the above procedures for specific reasons. Any invocation of an exception must be documented and clearly communicated to the Student who is affected by such an exception.

The University will not provide an adjustment where it would impose an unjustifiable hardship on the University or on a placement provider.

The University will not alter or otherwise compromise academic standards which are inherent or essential to the nature of the unit, program, or other required component of study.

The University will, where it is reasonably necessary to protect the health or welfare of the Student or other people, implement appropriate safety measures which may include the isolation or discrimination of the student.

5     RELEVANT LEGISLATION

Disability Discrimination Act (Cwlth) 1992
Disability Standards for Education 2005 and accompanying Guidance Notes
World Health Organization (WHO, 2001).  International Classification of functioning, disability and health.  Geneva: World Health Organization.

6     KEY RELATED DOCUMENTS

Student Disability Support Policy
Student Disability Support Schedule 1: Disability Service Practitioner Roles
Student Disability Support Schedule 2:  Health Practitioners Report
Student Disability Support Guideline:  Developing Individual Educational Access Plans
Disability Services Registration Form
Complaint Management Procedure for Students and Members of the Public
Discrimination, Bullying and Harassment Prevention Policy
Disruption to Studies Policy
Assessment Policy Schedule 4 Final Examination Requirements
Macquarie University Privacy Framework
Macquarie University Disability Action Plan
PACE Operational Disability Action Plan

7     NOTES

7.1
Contact Officer
Director Campus Wellbeing and Support Services
7.2
Implementation Officer
Director Campus Wellbeing and Support Services
7.3
Approval Authority / Authorities
Academic Senate (Res No: 15/117)
7.4
Date Approved
10 November 2015
7.5
Date of Commencement
10 November 2015
7.6
Date for Review
November 2018
7.7
Documents Superseded by this Procedure
nil
7.8
Amendment History
August 2016 - Following introduction of new Assessment Policy, replacement of Final Examination Policy with Assessment Policy Schedule 4 Final Examination Requirements in Key Related documents
18 April 2016 – removal of flowchart and un-numbering of section under IEAP for clarity, approved Campus Wellbeing and Support Services

GUIDELINE 

Guideline - Student Disability Support: Developing Individual Educational Access Plans

Guideline - Student Disability Support: Developing Individual Educational Access Plans (PDF)

SCHEDULE 1

Schedule 1 - Student Disability Support:  Disability Service Practitioner Roles

Schedule 1 - Student Disability Support:Disability Service Practitioner Roles (PDF)

SCHEDULE 2

Schedule 2 - Student Disability Support: Health Practitioners Report

Schedule 2 - Student Disability Support: Health Practitioners Report (PDF)

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