Higher Education Disability Policy

1. Purpose

The purpose of this policy is to ensure that CIT students who identify as having a disability are provided with appropriate supports to assist them to reach their educational goals in a supportive and inclusive learning environment.

2. Scope

All current and future students who identify as having a disability.

3. Principles

3.1. CIT provides higher education courses to adult learners. When you enrol at CIT, our relationship is with you as the student. You are welcome to have a parent and/or support person involved in your learning journey. However, irrespective of your age, they cannot replace you in the decision making or contact processes, unless as allowed for under the provisions of the ACAT Supported Decision Making and the Guardianship and Management of Property Act 1991.

3.2. CIT is committed to providing an equitable and inclusive learning environment for all students, and complies with disability discrimination legislation and the education standards for students with disability.

3.3. All students who identify as having a disability, and register with Student Support, will be offered the opportunity to meet with a CIT Education Advisor – Disability to assess their learning and other support needs.

3.4. Appointments with the CIT Education Advisor – Disability can come through self-referral or teacher-referral.

3.5. CIT may not be able to assist where the student chooses not to accept or act on advice from the CIT Education Advisor – Disability regarding enrolment or study loads that may impede their ability to succeed.

3.6. CIT will ensure suitable access and resources to enrolment sessions for students with disability, when notified in advance, and will provide support to enrol into a program if requested.

3.7. CIT will follow the principles of reasonable adjustment to determine where an adjustment can be made to allow a student to participate on the same basis as a student without a disability. In making reasonable academic adjustments, CIT will ensure that the academic integrity of courses and programs offered is maintained to the appropriate standards. Examples of reasonable adjustments may include:

3.7.1. in-classroom support, such as notetaking or participative assistance

3.7.2. support related to work integrated learning and community placements, including selection of WIL/community placements and negotiation with placement supervisors for appropriate adjustments to placement requirements

3.7.3. Auslan translation

3.7.4. provision of course material in different formats

3.7.5. use of adaptive technology

3.7.6. additional time or alternate assessment tasks; and/or other reasonable support that may be accommodated.

3.8. All reasonable adjustments will be assessed in consultation with the student and will, where approved, include regular reviews and modification if required to ensure the adjustment assists the student’s:

3.8.1. ability to achieve learning outcomes

3.8.2. ability to participate in their course

3.8.3. independence

3.8.4. the effect of the adjustment on anyone else affected, including CIT staff and other students

3.8.5. the costs and benefits of making the adjustment.

3.9. CIT’s obligation to implement reasonable adjustment is subject to provision by the student of timely and relevant advice of their disability and requirements.

3.10. The provision of access, special resources and support services to students with disability, according to the principles of reasonable adjustment, will be assessed on a case-by-case basis.

3.11. A CIT student with disability, who cannot study full-time for reasons directly related to their disability, is entitled to a full-time student card if they are undertaking at least 25 per cent of a full-time program.

3.12. Students who have identified as having a disability and are registered with the CIT Education Advisor – Disability, may be awarded a modified grade on the recommendation of a verification panel. A modified grade is not a pass grade.

3.13. Personal health information provided by students is treated in accordance with the Health Records Act (Privacy and Access) 1997 and, with permission from the student, will only be shared if this information is deemed relevant for the purposes of making reasonable adjustments and referrals.

4. Documentation

• Disability Discrimination Act 1992
• Disability Standards for Education 2005
• Australian Building Standards
• Health Records (Privacy and Access) Act 1997
• Equity Policy
• Complaints Students and Community Members Policy
• Resource Handbook for Teachers of Students with a Disability
• TEQSA Guidance Note – Diversity and Equity Oct 2017
• TEQSA Guidance Note – Wellbeing and Safety

5. Definitions

All terminology used in this policy is consistent with definitions in the CIT Definitions of Terms.

Disability - defined by the Disability Discrimination ACT 1992 in relation to a person means:

• total or partial loss of the person's bodily or mental functions; or
• total or partial loss of part of the body; or
• the presence in the body or organisms causing disease or illness; or
• the presence in the body or organisms capable of causing disease or illness; or
• the malfunction, malformation or disfigurement of a part of the person's body; or
• a disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction; or
• a disorder, illness or disease that affects a person's thought processes, perception of reality, emotions or judgement 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; or is 'imputed to a person.

6. Policy Contact Officer

Executive Director, Education Futures and Students

Contact CIT Student Services on (02) 6207 3188 or email infoline@cit.edu.au for further information.