for university students with disabilities a guide for academic staff
Contents | Part A | Part B | Part C | Part D | Graphics Version
Introduction
Although 19% of the Australian population has disabilities or impairments with long-term consequences, it is estimated that presently no more than 2-3% of the student population has a disability. This small but significant group is growing steadily as educators, students and the community become more aware of the options available to people with disabilities and their right to the same educational opportunities as the rest of the student population.
Under both state and federal laws, students with disabilities are entitled to protection against discrimination in education and the provision of educational services. The laws that govern NSW universities are the NSW Anti-Discrimination Act 1977 and the federal Disability Discrimination Act 1992 (DDA).
More recently, in 1998, the commitment of Australian governments to ensuring access of students with disabilities to educational opportunities within tertiary institutions has been clearly stated in a National Code of Practice, which is described in Students with Disabilities: Code of Practice for Australian Tertiary Institutions.
"Inclusive Practices" is a resource for assisting academics to enable students with disabilities to attain their highest potential in a university learning environment. Its objective is to empower and inform academics about the many kinds of disabilities students may have and the strategies they can consider when meeting the learning needs of those students.
Part A examines the legal obligations of universities to make reasonable adjustments in order to meet the specific needs of students with disabilities and ensure that barriers to learning are minimised. It dispels some myths about students with disabilities, and addresses the issue of appropriate language when referring to or communicating with people with disabilities. Part A provides information about support and assistance for academics within tertiary institutions to help them to teach and assess students with various abilities effectively and fairly.
Part B provides an overview of the teaching and assessment needs of students with disabilities generally. It includes general teaching strategies, hints on effective communication and alternative assessment strategies.
Part C describes types of impairment and the kinds of assistance with regard to teaching and assessment that students might require. Also included in Part C are case studies by students with disabilities, illustrating the adjustments that have enabled them to complete their degrees successfully.
Part D is a glossary of medical conditions that can result in a range of disabilities.
Readers may choose to read the book initially from cover to cover or, by using the Contents pages as a guide, to just dip into those sections that immediately concern them. All readers are advised to read Part B, the overview section on teaching and assessment, which includes tips on communicating effectively with students with disabilities.