> Achieve (H)ome /access keys on this page are indicated by a letter in parentheses, e.g. (h)
CONTENTS  [skip]

Fore(w)ord

Part 1 - (I)ntroduction

Part 2 - (S)etting the Scene

Part 3 - Best Practice Standards for Creating an Inclusive Environment
3.1(G)eneral Principles

3.2(P)olicy and Planning

3.3(R)ecruitment, Selection, Admission and Enrolment

3.4Access to General and Specialist Support Ser(v)ices

3.5 Fu(n)ding and
Withdrawal

3.6Services for (M)aori

3.7 Access to (B)uildings, Facilities and Equipment

3.8(T)eaching and Learning

3.9(E)xaminations and Assessment

3.10  Staff
(D)evelopment

3.11(C)omplaint and Appeal Policies and Procedures

3.12Appropriate (U)se of Student Information

3.13Monit(o)ring and Evaluation

Part 4 - Policy and Legal (F)ramework for Using the Code

Part 5 - (A)ppendices

Kia Ōrite Achieving Equity
Part 3 - BEST PRACTICE STANDARDS FOR CREATING A FULLY INCLUSIVE ENVIRONMENT[9], [10],[11],[12],[13]

The next section is divided into a number of topic areas covering different aspects of an inclusive environment. It is important that all topic areas are given attention.

Under each topic area there is:

  1. A vision of an inclusive environment for that area.
  2. A set of Best Practice Standards indicating the outcomes required.
  3. Some ideas and examples to amplify the reader's understanding of the standards.

3.1  General Principles

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Some general principles underpin the creation of a fully inclusive tertiary education environment for students with impairments. Tertiary institutions will ensure that:

  1. Students with impairments are provided with equitable opportunities to achieve their individual capabilities and participate in all aspects of tertiary education life.
  2. All interactions with people with impairments are characterised by respect for their rights, dignity, privacy, confidentiality, and equality.
  3. Students with impairments are able to participate in an environment that is free from harassment and discrimination where both staff and students are aware of their rights and responsibilities under legislation.
  4. Policies, procedures, services and facilities, including strategic planning and resource allocation, enable students with impairments to achieve equitable access to tertiary education and the full range of activities that encompass campus life.
  5. An equitable learning environment is created by considering the needs of students with impairments in all aspects of the learning process, including course design, curriculum, delivery, assessment and support strategies.
  6. Students with impairments are enabled to participate in their course of study on equal terms with other students.
  7. Staff are trained to meet the requirements of students with impairments, they invite these students to discuss their requirements and treat requests promptly and seriously.
  8. Students with impairments:
    1. Make known their requirements in advance, so appropriate services are provided.
    2. Where possible, share responsibility for negotiating and developing solutions.
    3. Advise institutions of difficulties they encounter.
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FOOTNOTES
9. Hartley, J., O'Connor, B., Watson, R. & Power, D. (1998). Students with disabilities: Code of practice for Australian tertiary institutions. Queensland, Australia: Queensland University of Technology. pp. 1-21. [return to footnote 9 in main text]
10. The Quality Assurance Agency for Higher Education. (1999). Code of practice for the assurance of academic quality and standards in higher education. Section 3: Students with disabilities. United Kingdom: The Quality Assurance Agency for Higher Education. pp. 6-27. [return to footnote 10 in main text]
11. Department for Education and Employment. (April 1999). The Disability Discrimination Act 1995: What employers need to know. United Kingdom: Department for Education and Employment. pp. 31-33. [return to footnote 11 in main text]
12. Department for Education and Employment. (1999). The Disability Discrimination Act 1995. United Kingdom: Department for Education and Employment Information Card Series. [return to footnote 12 in main text]
13. Disability Rights Commission. (2003). Code of practice for providers of post 16 education and related services - Legal rights and requirements under the Disability Discrimination Act 1995: Part 4. Retrieved 29/04/03 from the DRC Website. [return to footnote 13 in main text]