Inclusive Practice is Good Practice - Text Only Version

The introduction of anti-discrimination legislation has motivated more people to access education and training opportunities, whilst notifying institutions and organisations that practices which overtly or inadvertently discriminate are illegal. The Disability Discrimination Act (DDA) tells us that appropriate adjustments to the learning environment have to be made to lessen the impact of the disability. This applies not only to physical access barriers and the provision of support services, but also to teaching and learning strategies, assessment methods and administrative policies. Thanks to these changes, many students are achieving success and going on to participate in their chosen careers.

Increasing numbers of people with disabilities are seeking avenues to achieve their potential by accessing education and training options. Today’s student and trainee population includes people from all walks of life, including people with a broad range of disabilities, who are achieving success and going on to participate in their chosen careers.

As an educator, you may accept the legislation in principle, but finding locations, resources and time to meet the needs of an increasingly diverse student and trainee population is not so easy.

Do you have problems creating physically accessible learning environments?
Are you encountering difficulties "including" students with disabilities within your current teaching/training and assessment practices?
Do your methods of instruction seem inappropriate for students with disabilities?
Have you felt daunted by the need to change your practices to accommodate the requirements of students with disabilities?
Do you find it time consuming to have to present information in a variety of formats to cater to student needs?

Consider reworking the way you educate/deliver/administer to become more "inclusive" and you may discover that you do not have to make major changes to the way you currently operate.

Inclusive Practice Is Good Practice aims to promote understanding of the needs of students with disabilities. It provides concise reference information and guidelines for staff working in different education and training settings, whether it be within TAFE Tasmania, the University of Tasmania, the Australian Maritime College or other providers of Vocational Education and Training. It will also be of assistance to administrators and general staff.

Whilst it cannot cover in detail all possible teaching and training situations, it can provide you with ideas for practical inclusive strategies which can be readily applied in your teaching environment.

This booklet encourages examination of work practices and challenges the reader to work in a more inclusive way. The focus of this publication is primarily on students with disabilities, but development of more inclusive policies and practices will benefit all students.

This Introductory Booklet which provides

a general overview of inclusive practices; and
a summary of the current legislative requirements and the rights and responsibilities of staff and students.

Fact Sheets which provide detailed information, guidelines, examples of good inclusive practice, case studies and practical strategies relating to:

physical access

access to information/study materials

assistive technology

curriculum adjustment

inclusive assessment

The Fact Sheets can be obtained individually or as a complete set from the resource personnel listed in Section 6 of this booklet or from your organisation’s Library.

If you need further help a range of support personnel are available to assist you in the process of meeting your students’ requirements. (Refer to section 6 for contact details)

While many of the inclusive strategies highlighted in this package are relevant to teaching practices throughout the sector, there are fundamental differences between systems in such areas as assessment and curriculum/training design and delivery. To reflect this, separate suggested guidelines have been developed for each different institution and are presented in the Fact Sheet series.

For staff seeking additional specific information, the recommended reference listing contained in this booklet will direct you to a range of excellent resource guides, videos and websites.

Throughout Inclusive Practice is Good Practice the following general terminology has been used for ease of reading:

refers to all staff involved in the direct delivery of education and training programs including: Lecturers, Trainers, Tutors, Instructors, Assessors (both internal and external), Program Co-ordinators and Job Coaches

includes both trainees, apprentices and employees undertaking workplace training and assessment

Where students have succeeded it has usually been because staff have been prepared to give the student `a fair go’, treating the person as an individual and not pre-judging their abilities.

Flexibility is the best tool for inclusive practice and a closed mind is the greatest barrier. Some of the factors that can get in the way are:

A large number or students still choose not to disclose their disability. This is their right and may occur because they fear being stigmatised, are uncertain how you will respond, or they are unaware of the support services available to them. Displaying a positive approach to inclusion by extending an early invitation to students to discuss their needs with you, may alleviate the students concerns about disclosure.

Students don’t want to be singled out, over protected or discriminated against. They just want a `fair go’ and access to services which will enable this. Revising our perceptions and attitudes is the first step in including all students. It is useful to compare some common myths about the education, training and employment of people with disabilities with the reality.

Myth: Equal opportunity means that everyone should be treated the same - so students with disabilities are not entitled to support services.

Reality: Equal opportunity means all people should be treated the a way that enables them to achieve their potential. Provision of support services assists students with such tasks as reading and processing information, conducting library research, preparing assignments, photocopying and performing manual procedures.

Reality: Students may withdraw from study or training courses for the same range of reasons as other students, but they are no more likely to do so. Indeed, recent statistics from research conducted by the University of Tasmania, demonstrates that students who have access to required services, are less likely to withdraw than students who do not have a disability.

Myth: Students with disabilities are too time consuming and their needs are too difficult to cater for in a university, institution or training environment.

Reality: Students are highly motivated to attend tertiary education and training and overcome any barriers they may encounter during their participation. They are usually very well organised and experienced in finding solutions to problems which may initially appear daunting to staff.

Myth: Science, medical, technological, business, and applied science courses are not suitable for students with disabilities.

Reality: This statement stems from preconceived ideas about people’s capabilities, accommodating their course needs and future employment options. Students have the same right as others to aim for careers consistent with their goals, interests and abilities and should not be denied opportunities because of such preconceptions.

Myth: Students with disabilities create substantial costs through the need to provide extra equipment and additional staff time.

Reality: Not all students will require assistive equipment or additional learning support staff. Site modifications, if necessary are often simple and low cost (eg: a student with paraplegia used a window-washer’s belt hooked to the chemistry work bench to allow her to stand with both hands free).

Support personnel, such as tutors and note takers, can in some cases assist the student independently of teaching staff.

Myth: People with disabilities will be less attractive to employers because they will be less efficient, less reliable or unsafe employees.

Reality: A number of research studies indicate that this is untrue. People with disabilities value their work role, have fewer injuries and many are more efficient and lose fewer work days than people working with them who do not have a disability.

Reality: Confinement to external study alone can restrict opportunities for interaction in a stimulating social, intellectual and learning climate. Many qualified students with disabilities want to study/train on-campus - they should have that option.

Macquarie University, University of New South Wales, University of Sydney and University of Technology, Sydney, Reasonable accommodations: strategies for teaching university students with disabilities. Sydney, 1991.