Kia Ōrite Achieving Equity

Part 1 - INTRODUCTION

1.1  Preamble

People with impairments have a right to education and to realise their potential.

Tertiary education enhances our lives and our society. A fully inclusive tertiary education system is one that recognises and values diversity and enables wide ranging participation by offering flexible learning pathways to the more than twenty percent of New Zealanders who have an impairment[1].

There has been a broad movement of change in tertiary education towards social inclusion as tertiary education providers recognise that diversity is fundamental to their successful functioning, and as they seek to reflect and shape community aspirations by ensuring social justice and equity for all members of society.

In the New Zealand Disability Strategy[2] released in 2001, the Government adopted a vision of a more inclusive society for people with impairments. Through implementing the Strategy, barriers to people with impairments participating and contributing fully to society will be removed.

The Government recognises that New Zealand's economic growth and improved social outcomes depend on equal access and equal opportunities for all learners[3]. Despite this, statistics show that people with impairments are one of the most educationally disadvantaged groups within New Zealand. It is important, therefore, that barriers to their academic achievement and participation are identified and removed.

The trend towards social inclusion and the introduction of the Special Supplementary Grant: Tertiary Students with Disabilities has seen an increase in both awareness of disability issues and the numbers of students with impairments within tertiary education. Some institutions have become more proactive in developing inclusive teaching practices, enhancing support services and improving their policies relating to students with impairments. However, the results of the 2002 'Code of Practice Consultation Survey'[4] indicate that while progress has been made, there are still a number of barriers that people with impairments confront on a daily basis in tertiary education.

The Code of Practice is designed to assist tertiary education providers to achieve a fully inclusive environment through the ongoing identification and removal of barriers in all areas of campus life. It is a tool to assist all staff within an institution in meeting their responsibilities, and is not just for those working in Disability Support Services.

For information to assist with implementation, visit the ACHIEVE website.

"Ko te teo herenga waka."

‘The stake for tying up the canoe.’

A mooring place for the canoe is a symbol for reliability. The canoe is an image for all the people on the journey.

Ngā Pēpeha a Ngā Tūpuna VUW Press 2001

1.2  Achieve

ACHIEVE, The National Post-Secondary Education Disability Network Incorporated, is a national network established to ensure equal opportunity and access to post-secondary education and training for people with impairments. ACHIEVE advocates and lobbies for people with a range of impairments who are transitioning into or studying in post-secondary education. It also provides members with information and opportunities to network.

1.3  Acknowledgements

The Code of Practice was produced with the generous assistance of many people throughout New Zealand. While ACHIEVE was instrumental in initiating and driving this project, the Code of Practice could not have been written without the support of these people.

We particularly wish to thank the Code of Practice Steering Committee, the ACHIEVE Executive Committee and Victoria Manning, the first coordinator for the project. We are grateful for their feedback and guidance offered throughout its development.

We also acknowledge the Codes of Practice from Australia and the United Kingdom that have provided both inspiration and a basis for this work.

During 2002 a survey was completed to provide a guide for the development of this code. Regional Forums were also held in the first half of 2003 to discuss and gain feedback about the 'Draft Code of Practice'. People also had the opportunity to provide individual feedback and submissions.

We wish to thank the various people and organisations who offered feedback, distributed surveys, supported the hosting of Regional Forums, and gave financial and administrative support. This includes various tertiary education providers and the Ministry of Education. The Code of Practice could not have been produced without this generous assistance.

Ava Gibson, Chairperson, Code of Practice Steering Committee

Grant Cleland, Project Coordinator, Code of Practice

1.4  The Relationship between The Code of Practice and the Treaty of Waitangi

Central to the Treaty partnership and the implementation of Treaty principles is a common understanding that any strategies for Māori associated with the Code of Practice should be developed and implemented in partnership with Māori. This should also occur in good faith with mutual respect, co-operation and trust.[5]

The 2001 New Zealand Disability Survey shows that twenty percent of Māori had an impairment of some kind.[6] The Steering Committee overseeing the development of the Code of Practice acknowledges the importance of involving Māori in consultation processes and are aware of the potential shortcomings of the brief consultation process necessary for the development of the Code of Practice.

We view the Code of Practice as an evolving document with ongoing development and implementation processes, which will need to occur in partnership with Māori. This includes tertiary education providers consulting with Māori as they use the Code of Practice to create an inclusive environment for all people with impairments.