Whilst it may not be possible to install a lift in a building overnight and remove all barriers immediately, there are a range of strategies we individually can adopt to improve access in our own immediate teaching environment. Not all solutions will be intricate, `high tech’ or involve a great deal of time and money.

• Use the Checklist to help you become aware of the level of accessibility of your venue/facility and program.
• Consult the student as early as possible to determine their individual needs. Whilst some of the access problems which arise may not be easily solved, steps can be taken to find solutions together. In many cases the student would have developed extensive expertise in determining solutions to access problems.
• Be flexible to the needs of your student(s). If a student is unable to physically access the instructional setting then a change of venue may be required.
• Become active in the process of advocating for the removal of large access barriers and be proactive in addressing the factors you can immediately change in your own environment, some of which may include:

The following checklist, whilst not conclusive, will help you determine strategies which will assist in making your working environment more accessible to all students and staff.

• Is there safe, accessible entry into, exit from and movement within the instructional setting?

• How accessible is my classroom/lecture theatre/ laboratory/workshop?
• Does the venue have wheelchair access?
• Once inside the venue, is it free of barriers, are corridors clear?

• Is there a need to modify any furniture or fittings?

• Do the desk, chair and bench height, length and width need adjustment?

• Is any specialised furniture and/or equipment required?

• eg. ergonomic furniture, Closed Circuit Television, hearing loop, assistive computer devices

• Is there sufficient suitable equipment available?

• Do seating arrangements allow for ease of access to information for students who have mobility or sensory disabilities.

• Do the seating arrangements allow sufficient space for students who use a wheelchair to unobtrusively sit alongside their peers?
• Do the seating arrangements allow for all students to see and hear the teacher and each other?

• Can all students physically find and use the equipment provided?

• Can switches and equipment be physically operated?
• Can all students reach photocopiers, equipment, and items on shelves?
• Are items of equipment, store rooms, chemicals etc. labelled in accessible formats?

• Consider issues such as ease of mobility, transport and access arrangements, availability of educational materials and equipment, and access to information.

• Can students with speech and/or communication difficulties function successfully in the learning setting? Are there satisfactory alternative methods available to the students?

• Are all learning materials and equipment (eg books, tools etc.) accessible to people with mobility disabilities, especially those who have manual dexterity problems, or are there alternative procedures I can put in place?

TAFE Train Staff involved in establishing the new courses were initially very apprehensive and concerned about how they would cater for the needs of a significant number of students with disabilities enrolling in their courses.

In the process of refurbishing their facility, teachers worked closely with the architect to ensure that the design of the new workspace, reflected the potential requirements of all students. Octagonal work stations were designed with all desks and chairs fully adjustable. Appropriate ergonomic equipment including foot stools were organised for all work stations. Close attention was given to providing clear, accessible corridors of movement and plenty of space to enable people with mobility difficulties to easily move about the facility.

Staff also arranged for some additional training for themselves to help them learn more about inclusive practices and how to cater for specific individual needs.

University Disability Advisers See Fact Sheet 6.1 for contact details

TAFE Disability Liaison Officers See Fact Sheet 6.2 for contact details

Australian Maritime College Student Support Unit See Fact Sheet 6.3 for contact details

VET Providers OVET See Fact Sheet 6.4 for contact details

Deakin University "Access: Facility Management Action Plan Manual"

Deakin University: Victoria, 1995

Websites to visit:

• Project LABSS - Laboratory Adaptations for the Betterment of Special Students

http://www.aum.edu/home/services/special/labss.htm   (USA)

• RDLU - Information series "Information on Physical Access"

http://www.deakin.edu.au/extern/rdlu/infosheets.html   (Aust)

• Australian Building Codes Board -

Source Materials: Acknowledgment is made of material used with permission from the following source: