EquityandSocialInclusionPlan
Disability Action Plan 2013–15
Introduction
Thisplanisstructuredto supportachievementofthepriorities oftheRMITUniversityStrategicPlan2011–15,Transforming theFuture,anditsrelatedplans.Diversityamongstudents
andstaffispartofbuildingavibrantglobaluniversityof technologyanddesign;thisisathemeofthestrategicplan, andisconsistentwiththeUniversity’shistoricalcommitment toprovidingaccessto education.
TherevisedDisabilityActionPlan2013–15continuesthework ofthepreviousDisabilityActionPlan2009–15.Thoseitems thathave beenachievedhave beenremoved.Theprimary objectiveoftherevisedDisabilityActionPlanisthatallpeople whohaveadisability,long-termillnessand/ormentalhealth conditionwillbeinvolvedinallaspectsoftheRMITUniversity communityandwill beincludedratherthanaccommodated.
Itcontinuestoreflect aninclusivepracticephilosophyand approachandalignswiththeUniversity’sEquityandSocial InclusionPlan2011–15.
Underpinningthisdocumentistheneed fortheUniversityto ensure thatallcoreactivitiesaredesignedanddevelopedto incorporatetheneedsofallstudentsandstaff, includingthose whohaveadisability,long-termillnessand/ormentalhealth condition.The DisabilityActionPlan2013–15embracesa numberofmajorlegislativeandregulatorydevelopmentsand reflects thesocialinclusionpoliciesoftheCommonwealth
andStateGovernments.The Plan alsorecognisestheUnited NationsConventionontheRightsofPersonswithDisabilities (UNCRPD)whichunderpinsAustralianCommonwealth
andState Lawandto whichalljurisdictionsinwhichRMIT
operatesaresignatories.
KeyInternalDriversthat InformourDisabilityInclusion andAccessEffort:
TheUniversity’smission,assetoutintheStrategicPlan2011–15, TransformingtheFuture,isto bringknowledgewithinreach througheducationandresearch toenrichandtransformthe futuresofindividuals,cities,industriesandnations.Thisrevised DisabilityActionPlan will continuetheworkoflevelingtheplaying fieldsforstudentsandstaffwithdisabilities,long-termillnesses
and/ormentalhealthconditions,bysupportingthemto participate ineducationandemploymentonthesamebasisasothers.
Thisapproachisalso consistentwiththeUniversity’svalues:
Creative
– RMITcreatesopportunitiesforstudentsandstaffto explore, testandfulfiltheirpotential.
– Imaginativecurriculumandresearchsolutionsaresought, appliedandrewarded.
– RMIT fostersacreative andinventiveculturewhichvalues achievement.
Connected
– Students’aspirations,experienceandneedsarecentralto evaluatingourperformanceandshapingimprovement.
– Industryandcommunityareactivepartnersinoureducation andresearch.
– Globalnetworksformedaroundknowledge,industriesand citiesunderpinouroperations.
– Collaborationandteamworkisencouragedandasenseof belongingforstudentsandstaffissupported.
Fair
– Learningopportunitiessupportadiverserangeofstudents, includingthosewhomaybedisadvantaged.
– RespectforIndigenousculturesisreflectedinourwork.
– Intellectualfreedomandtolerancearenurturedanddebate encouraged.
– Aphysically,culturallyandsociallysafeworkandstudy environmentisprovided forallstaffandstudents.
– Ethical,honestandopendealingscharacteriserelationships withstudents,staffandpartners.
Passionate
– Buildingenthusiasmandasenseofachievementinour studentsandstaffisahighpriority.
– Excellenceinteaching,scholarship,research andserviceis rewardedandsupported.
– Culturalandsocialdiversityisencouragedandcelebrated.
Committed
– Our graduatesarecreative,skilled,highlyemployableand purposeful.
– Knowledgeandskillsdevelopedinourstudentsandstaffserve theneedsofandbringbenefitstoindividuals,cities,industries andnations.
– Our staffareconstructiveandagileinmeetingtheneedsof individuals,cities,industriesandnations.
KeyExternalDriversthat InformourDisabilityInclusion andAccessEffort:
– DisabilityDiscriminationAct(1992)anditsassociatedDisability
EducationStandards2005
– EqualOpportunityAct(2010)
– VictorianCharterofHumanRightsandResponsibilities
Act(2006)
– OccupationalHealthandSafetyAct(1985)
– AustralianVice-Chancellors’Committee’s(AVCC)Guidelines
Relatingto StudentswithaDisability(2006)
– ShapingourFuture–Australia’sNationalStrategyforVocational
EducationandTraining(2004–10)
– UNCRPD(referto appendix).
Goal 1
Global in attitude, action and presence, offering our students a global passport to learning and work
EquityandSocial
InclusionPlan2011–15
Priority 1
Ensure thateducationaldisadvantageisnotabarriertoaccess and opportunity,throughsystemicapproachestoengagement, access, transitionand success,thatensuredifference and diversityarerepresented inour globalstudentbody.
Priority 2
Ensure RMITidentifieshighquality candidatesthroughglobal searches,ensuringskillscan beappliedinaglobalcontext.
Priority 3
RMITtoutilisethe expertiseof seniorleaderstoidentifybestin fieldglobally.
Priority 4
Enhanceindustryengagement,collaborationanddevelopment throughmutuallybeneficialstaffand studentexchangesand staffsecondmentsacross globalcampuses.
Priority 5
Encourageahighlyadaptiveworkforceand studentexperience thatenablesRMIT’sGlobalStrategythroughimproved understandingof diversityandinclusion.
EnablersofGoal1
1.Improveaccessibilityof studentadministrativefunctions
and studentservicestoensurecomparableinformationand servicesareavailabletoallstudentsglobally:
CreateallUniversityonlineformsas‘accessible’to allow studentswithprintdisabilitiestocompleteelectronicforms independently.Identifybestpracticeandexamplesofpolicy regardingdisabilitywithintheworkplace.
Ensuredeliveryofcomparabledisabilityaccess,equityand supporttoRMITstudentsglobally,consistentwiththeUNCRPD ratifiedbyalljurisdictionsinwhichRMITawardprograms are delivered.
2.Developappropriatepolicyand proceduretodeliverbest- practiceguides toemployingpeople withdisabilitiesand reasonableaccommodationwithintheworkplace:
Identifybestpracticeandexamplesofpolicyregardingdisability withintheworkplace.
Researchanddevelopareasonableaccommodationpolicy andtoolkit.
Undertakeanassessmenttoensurecomplianceand consistencybetweenbestpracticeandexistingRMITstaff policiesinthisarea.
Communicatenewandupdatedpolicies,proceduresand guideswhereappropriateto thebroaderUniversitystaff community.
Rolloutthereasonableaccommodationtoolkit.
Trainemergencyandfirst aidrepresentativestoidentifyand assistpeoplewithdisabilitiesinemergencysituations.
Reviewandamendemergencyproceduresandcommunication toensure thesafetyofstaffandstudentswithdisabilities.
Developstaffexpertiseintheimplementationanduse of disabilityequipmentandstandards.
3.Proactivelyworktobuildcapabilityand awarenessthat supportsattractionandrecruitmentof newstaffwith disabilities:
Identifyandconnectwithrelevantagenciesspecialisinginthe careeradvocacyandplacementofpeoplewithdisabilities
Trainourrecruitmentteamtomanageandsupportcandidates withdisabilities.
Monitortheprogressofpeoplewithdisabilitiesatpointof applicationthroughtoprogressioninemploymentto identify opportunitiestoimprove ourprocessesandtheir experience atRMIT.
Goal 2
Urban in orientation and creativity, shaping sustainable cities and drawing inspiration from the challenges and opportunities they provide
EquityandSocialInclusion
Plan2011–15
Priority 1
Refineand consolidatepartnershipactivities and engagementswithinadistinctsocial inclusionfootprintfocussingonthenorth, westand southeastof metropolitan Melbourneand EastGippsland.
Priority 2
Grow theIBelong projectasasignificant partnershipactivity,bringingsecondary studentsfromdisadvantagedschools
intothe cityfordistinctappliedlearning explorationof the city,of industryandthe professionsalignedwithRMIT’skeyfields and disciplines.Buildinterest,connection and aspirationthroughthe opportunitiesand potentialforemploymentembodiedincities.
Priority 3
Focusscholarshipandaccommodation growthand supportoncohortsforwhom access tourbaneducationhasadditional barriers.
Priority 4
Ensure thatopportunitiesforAboriginaland TorresStraitIslanderstudentsareprioritised inalloutreach and engagementwork.Grow access opportunitiesand studentoutcomes across RMIT’sdisciplinesand levelsof study forAboriginalandTorresStraitIslander students,implementingRMIT’sStatementon Reconciliation.
EnablersofGoal2
1.Createopportunitiesforaccess tourbanmobilityineducation,andactively enableinclusion,throughcreating physicaland technologicalenvironments whichadheretothe principlesof ‘UniversalDesign’:
ConvenetheInformationTechnologyAccessibilityWorkingGroup(ITAWG) to helpensure theseamlessoperationandgrowthofassistivetechnologyinthe ManagedOperatingEnvironment.
Identifykeypositionswithresponsibilityforassistivetechnologyandinclude responsibilitiesinrelevantpositiondescriptionsandworkplans.
Establishabaselinefordisability-relatedequipmentto beavailableineach campuslibraryandprogressivelyacquireequipmentto meetbaseline requirements.
2.Ensure thataccess and egresstobuildingsand facilitiesonallRMIT campusesonshore/offshoreisfully accessibletopeople whohavea disability,long-termillnessand/ormentalhealthcondition:
DevelopbestpracticeInfrastructureUniversalDesignGuidelinesfocusingon thebuiltenvironment,inparticularaccessiblelearning spacesandtoilets,and enhancesignageandbuildingaccessibilityinformationprovidedviatheweb. Theseguidelinescouldincorporate,forexample:
–physicalaccessibilityfeaturesincludedintheUniversityInfrastructurePlan.
–RMITbuildingstandardstoaddressaccessissuesoverandaboveAS
1428.2toensure buildingsarecompliantwithDisabilityDiscriminationAct
(1992)andDisability(AccesstoPremises-Buildings)Standards2010.
Inaddition,theseguidelinescouldensurethat:
–thereisatleastoneaccessibletoilet withauto-doorineachRMITmultistory buildingthatcanaccommodatepeoplewhouse largemotorisedwheelchairs and/orscooters.
–proceduresaredevelopedtoprioritiseroomchangesto accommodate studentswithmobilityimpairmentswhereclasseshave beenscheduledin inaccessibleteachingspaces.
–PersonalEmergencyEvacuationPlansarecreatedforstudents/staffwitha disability,long-termillnessand/ormentalhealthcondition.
3.Developsystemsand processeswithinthe Universitytoenhancethe successfultransitionof studentswithdisabilities,long-termillnessesand/ or mentalhealthconditionsfromschooltotertiary educationand intoa professionalfuture:
EnsurethatUniversityOrientationandTransitionrecognisesstudentswith disabilities,long-termillnessesand/ormentalhealthconditionsasagroup vulnerabletotransitionchallengesandaddressesdisabilityinitsworkplan.
Run transitionfocusgroupswithstudentswithdisabilities,long-termillnesses and/ormentalhealthconditionsregisteredwiththeDisabilityLiaisonUnit(DLU) aspartoftheStudentsGroupseriesoftransitionfocusgroupsheldeach year.
Communicatepriortoenrolmentwiththosestudentswhohave indicatedthat theyhaveadisability,long-termillnessand/ormentalhealthconditionontheir VictorianTertiaryAdmissions Centre(VTAC)orSpecialEntryAccessScheme (SEAS)application toofferearlytransitionsupport.
Goal 3
Connectedthroughactivepartnershipswithprofessions, industriesandorganisationstosupportthequality,reachand impactofoureducationandresearch.
Priority 1
Developour capacitytospeaktoeducational opportunitythroughthe lensof disciplines, professionsand industryoutcomes,building
astoryof (andrealaccess to)pathwaysand outcomesforlearnersfromdisadvantaged backgroundsacross preparatory,tertiary, postgraduateandresearchcohorts.
Priority 2
Buildstronger linksandpartnerships withorganisations and programsthat providecohortand industrymentoring fordisadvantagedlearnerstomaximise opportunitiesforsuccess.
Priority 3
Developmechanisms,and usetheProgram AnnualReview(PAR),tounderstandcohort patternsof access, retention,progression and success,tosupportlearningand teaching,inclusivecurriculum,preparation and embeddedacademicliteracies programs.Developstatementsof ‘inherent requirements’informedby disciplineand industryrequirementstosupportinformed studentchoiceandoutcomes.
Priority 4
Developanunderstandingof andframework tosupportand encouragestudentdiversity and the progressionof studentsfrom disadvantagedbackgroundsin research, implementinganembeddedapproach
toapplication,access and transitionfor researchcohorts.
Priority 5
Ensure the Universityidentifiesopportunities toattractandretaintalentedstaffand studentsfromdiversebackgrounds,and providesasupportiveorganisationalculture wheresocialinclusionand diversityisvalued.
EnablersofGoal3
1.Enableonlineinformationandresourcestobeaccessibleand meet requiredlegislativeobligations:
Ensureonlinestudentadministrationproceduresarecompliantwithweb accessibilitylegislativerequirements.
2.Createopportunitiesformobilityineducationby resourcingteachingand generalstafftoaddressthe needsof studentswithadisability,long-term illnessand/ormentalhealthconditioninlearningand assessmentdesign:
AddressinclusiveteachingpracticeintheProfessionalDevelopmentforTertiary
TeachingPractice(PDTTP)program.
Includeinformationaboutinclusioninacademicandteacherinduction programs.
Addresstheneedsofstudentswithadisability,long-termillnessand/ormental healthconditioninacademicpoliciesandprocedures. Inparticular,encourage theprovision/activeuseof:
– updatedcourseguides,includingreadingmaterialsatleastfourweeks priortosemester.This will enhancetheUniversity’sabilityto provide alternativelyformattedstudymaterialsto studentswithprintdisabilities.
– additionalexampaperseach semestertoExamsandGraduations(EAG).
This will ensuregreaterflexibilitywiththecoordinationofexam arrangementsonbehalfofstudentsregisteredwiththeUniversity’sDLU)
– Lectopia/Echo360,Blackboardandotherlearningandteaching technologiesthatwill enhancetheacademicexperienceofallstudents includingthosewithdisabilities,long-termillnessesand/ormentalhealth conditions.Itisrecommendedthattheuse ofsuchtechnologiesby academics/teachingstaffbeonan‘optout’basis.
Developan‘instruction’onimplementingalternateassessmentarrangements. Ensurethatinherentrequirementsareexplicitinallacademicprogram/course
guides,consistentwithpriorities1and3intheAcademicPlan.This willlead
to studentsbeingable tomakebetterinformedenrolmentdecisions,whichin turnwill leadtoincreasedstudentsuccess.Morestudentswill bestudyingin programs theyfeelmostsuitedto andtherewillbeacorrespondingdeclinein thenumberofstudentsatrisk.
DevelopUniversity-wideenrolmentselectiontoolslinkedto inherent requirementsforallacademicprograms.
IdentifyWorkIntegratedLearning(WIL)/placementchallengesanddevelop bestpracticeguidelinesto supportinclusion.
EnablersofGoal3-Continued
3.Provideemployment,professional developmentand leadership opportunitiestoalleligiblepeople includingthosewithdisabilities,long- termillnessesand/ormentalhealth conditions:
DevelopanInclusiveEmploymentStrategy incollaborationwiththeUniversity’sDLU. This strategycouldrelatetoareas suchas:
– recruitmentandselection.Forexample, assistancetomanagersandselection panelswithkeyprocessesbyproviding timelyadviceontheUniversity’s
disabilitylegislativeobligations(toolsand resourcescouldbedeveloped).
– reasonableadjustmentarrangements.
For example,theprovisionofrelevant informationtostaffwithdisabilities, long-termillnessesand/ormental healthconditions,ondisability
accesspertainingto how reasonable adjustmentscanbearranged,if required,aspartofthenewstaff induction.
– accesstoemployment,professional developmentandleadership opportunitiesforstaffandstudentswith adisability,long-termillnessand/or mentalhealthcondition.
– disabilityandmentalhealthawareness.
For example,skills trainingcouldbe providedviadevelopMEformanagers andstaff.
Engagewithanexternalproviderwith specialistdisabilityexpertiseto assist inactivelyencouragingemployment
applicationsfromappropriatelyqualified peoplewithadisability,long-termillness and/ormentalhealthcondition.
4.Raiseawarenesswithincurrentmanagementand staffcommunityregarding disability,long-termillnessand/ormentalhealthwithintheworkplace:
Undertakeinitiativesandcommunicationtoraise generalawarenessof disabilitywithintheworkplacewithparticularfocusonfrontlinestaff.This couldinclude,forexample,theDLUprovidingregulardisabilityawareness sessionsviadevelopMEwhichcouldcover:
– disabilitylegislativeresponsibilities
– role andfunctionsoftheDLU
– servicedeliverycasestudiesandrole-plays
– OnlineStaffDisabilityAwarenessModules,developedbyHR in consultationwithDLU.
Explore RMIT’sinvolvementinInternationalDayofPeoplewithDisability. Investigatewaystoencourageandsupportdisclosuretoimprove datacapture
regardingstaffwithdisabilitiesandtheir needs.
Developconnectionswithdisabilityorganisationstofurtherraiseawareness withinRMITandleveragefrombestpracticewithinindustry.
5.Developcloserand moreseamlesslinksacross the Universitycommunity tosupportpeople withdisabilities,long-termillnessesand/ormentalhealth conditions:
Furtherdeveloplinksbetweenthosecurrentlyinvolvedinproviding/promoting disabilitysupportwithinRMITtoenableaseamlessapproachto supporting peoplewithdisabilitiesacrossthefullRMIT community–staff,students,visitors andindustry.
6.Raiseawarenessand providesupporttoassistRMITmanagersinthe handlingof staffmentalhealthand long-termillnesschallenges:
RaiseawarenesswithintheRMIT staffandmanagementcommunityregarding mentalhealthissuesandmentalhealthfirst aid.
DevelopsupportguidesandearlyinterventionstrategiestoassistRMIT managersinhandlingmentalhealthissuesandlong-termillnesswithintheir teamswhenthesearise,includingstructuredreturnto workprograms tailored tomentalhealthdisorders.
Provideeducationformanagersandstaff.
Supportorganisationalequitythroughtheeffectivemanagementofstaff complaints.
WorkwiththeEmployee Assistance Program (EAP)providerinthedevelopment ofprograms to buildskillsinstress managementandresilience.
Appendix Jurisdictional Overview
Thisappendixprovidesanoverviewofthelegalrequirementsfor disabilityinclusionandaccessinRMIT’soperationaljurisdictions throughouttheRMITGroup.
The jurisdictionsinclude:
– Australia
– Vietnam
– Europe
– Singapore
– ChinaandHongKong
– SriLanka
– Indonesia
Summary
Insummary,alljurisdictionshavelegislationrelatingto the protectionandinclusionofpersonswithdisabilities,particularly withregardtoeducationandemployment,andalljurisdictions have signedand/orratifiedtheUNCRPD.
For simplicityandconsistencyofapproachacrosstheRMIT Group,ifadisabilityplanisbasedupontheUNCRPD,thisshould coverlegalrequirementsinalljurisdictions.
Itisappropriate,therefore,thatthedisabilityactionplanisrelevant inalljurisdictionsandisunlikelytocreateconflictwithany local jurisdictionalobligation.
Jurisdictionaloverview
Alljurisdictions–UNConventionontheRightsofPersonswith
Disabilities
Key provisionsinclude:
–Publicpremisesmustbeeasyto getto andable to beused bypersonswithdisabilities.
–Mustprovideappropriateformsofassistanceandsupport suchaseasy-to-readsignage,Brailleandhavingsign languageinterpretersinapublicplace.
–Providingandenablingpersonswithdisabilitiesto have accesstoaccessibilitytraining,newtechnologyand information.
–Allnewnon-residentialbuildingsmustinstallvisual alarmsin theformofastrobeorflashinglight deviceatdesignated locations,toassistwithhearingimpairments.
–Non-residentialbuildingsmusthavetwo designatedholding pointsforthesafetyofpersonswithdisabilitiesduring emergencies.Distressbuttonsorvoice communication devicesshouldbemadeavailabletocall forassistance.
–Mustensure thatpersonswithdisabilitiesare nottaken advantageoforabused.
–Personswithdisabilitiesmustnotbedeniededucation becauseoftheir disability,andmustgetthesamequality educationaseverybodyelse.
–Mustmakeitpossibletolearn Braille,signlanguageand
otherformsofcommunication(whereneeded)andhavepeer supportandmentoring.
–Mustensure thatteachersareemployedandtrainedwiththe rightstillsto supportpersonswithdisabilities.
–Mustprovideopportunitiestopersonswithdisabilitiesto accesstertiaryeducation,lifelonglearningand
vocationaltraining.
Vietnam
Inadditionto theUNCRPD,VietnamalsohastheNationalLaw
onPersonswithDisabilities.This NationalLawrequires institutions andorganisationstocareforpeoplewithdisabilitiesandprotect their legitimaterightsandbenefits.
Forbiddenactionsinclude:vilification;discrimination;abuseor takingadvantageofpeoplewithdisabilities.
With regardtoeducationalapproaches,thesecanbeinclusive, integratedorspecialneeds,withapreferenceforinclusive. Appropriateeducationtoolsmustbeprovided andclassesusing signlanguageprovidedforhearing/speakingimpairmentsand Brailleforvisualimpairments.
Itmustbenotedthat,inVietnamcultureandlegislation,thereisagreatemphasisonthefamilytoprovideaidandactivesupport whichmayneed to beaccommodatedinawaythatmaybe consideredcontrarytoprivacylawinAustralia.This will needto be managedaccordinglyinthatjurisdiction.
Jurisdictional
Overview
Europe
EuropeanlawisbasedupontheUNCRPD.
Singapore
SingaporelawisbasedupontheUNCRPDbutalsohasthe EnablingMasterplan2012–16.TheEnablingMasterplanaimsto fulfilavisionforaninclusiveSingaporewhereeverypersonwith disabilitycanmaximisehispotentialandisembracedasanintegral memberofsociety.
Educationisidentifiedasakeyareaacrossthelifeofapersonwith disabilitiesandemphasisplaceduponimplementingstructured educationsupportforstudentswithspecialneeds(SPED)inall institutesofhigherlearning.KeyrequirementsforSPEDstudentsin highereducationinclude:
–physicalintegration–co-locationonthesamephysicalsiteas mainstreampeersandsharethesamephysicalfacilities
–socialintegration–sharingofsocialandlivingspacesor engageinnon-academicsubjectssuchasmusic,co- curricularactivitiestogether
–academicintegration–attendanceofacademicclasses togetherwithmainstreampeersandpursuitofthesameset ofacademicgoalsandactivities.
China
Inadditionto theUNCRPD,Chinahas two keydisabilitylaws:Law onthePeople’sRepublicofChinaontheProtectionofPeoplewith DisabilitiesandtheRegulationsontheEducationofPersonswith Disabilities.
Theseprohibitdiscrimination,denialofenrolment,abuseor vilificationonthebasisofdisability.Standardsforconstructionand teachingaidsmustbeimplementedinallProvincesandpersons withdisabilitymustbeable toenjoyequalrightswithothercitizens. Adoptionofspecialeducationmethodsisrequiredaccordingto differenttypesofdisabilitiesandabilityoflearning.
HongKong
Inadditionto theUNCRPD,HongKonghas theDisability DiscriminationOrdinancewhichmakesitunlawfulfordiscrimination orvilificationwithregardtodisability.Discriminationincludes
rightsoftertiaryandvocationaleducation;accessto premises; advertising;andalso includesprohibitionstovilifyorharassany studentorstaffmemberonthebasisofdisability,orto incite othersto doso.
Positivediscriminationto protectorsupportapersonwitha disabilityisnotanoffence;anditisnotanoffenceto discriminate ifitrelatesto aninfectiousdiseaseorisreasonablynecessaryto protectpublichealth.
SriLanka
SriLankasignedtheUNCRPDin2007but asatJuly 302013, thishadnotyetbeenratifiedbytheGovernment.
SriLankahastheProtectionoftheRightsofPersonswith DisabilitiesAct;PromotionofAccessibilityinthePhysical Environment;andtheMentalHealthAct.InparticulartheseActs providefortheprotectionofindividualrightsmakingparticular mentionofdiscriminationinemploymentandeducation,and accessto publicplaces.TheMentalHealthActprovidesfor supportintertiaryeducationandprotectsthehumanrightsand dignityofthosewithmentalhealthissues.
Indonesia
Indonesiahas recentlyratifiedtheUNCRPDandadisabilitylaw, baseduponthisConvention,isbeingdrafted.