NZ Code of Practice 2021-22

How to use the Kia Ōrite Toolkit

It is essential that implementation is in partnership with disabled learners with different impairments, so they can give their feedback about the learning environment, services and systems.

There are two key parts to be completed within this Kia Ōrite Toolkit:

  1. The management responsibilities implementation toolkit.
  2. The learning support responsibilities implementation toolkit.

Critical implementation steps

  • The governance and senior management/leadership team endorse using this Kia Ōrite implementation toolkit to support the development and implementation of their DAP.
  • A senior manager is chosen to drive and promote the development and implementation of a DAP using this Kia Ōrite Toolkit.
  • A disability reference group is established involving staff from various parts of the organisation, disabled learners with different impairments, and relevant community networks.
  • The reference group works with the senior manager to develop and implement a DAP, using the standards, resources and tools in the relevant implementation toolkits, according to their own timeline.
  • The reference group reports back to the governance and senior management/leadership team with the DAP.

Ask disabled learners what would make the biggest difference for them. Do some brainstorming about barriers in the learning environments and possible actions for solutions.

Your organisation’s DAP should have a 3 to 5-year timeframe, within which you can prioritise the areas you will review each year.

How to start


  • Read the preparation section for the implementation toolkit being reviewed.

Step 1: Choose an area or activity

  • Choose an area or activity, for example recruitment, and read through the best practice standards, ideas and resources. Take plenty of time to inform yourself about this area of the tertiary environment you will be reviewing before starting to use the implementation toolkit.

Step 2: Find resources and build a partnership with disabled learners

  • Consult the hot tips, links and other resources on any aspect of practice that you’re unsure about or you need more information about.
  • Your organisation may have other information, policies, procedures or systems related to the area or activity that may help you to complete the questions in the toolkit.
  • Think about how you will build a partnership with disabled learners with different impairments to review this area or activity – through a focus or project group, disabled learner group, representatives on a reference group, etc.
  • Identify other staff you need to talk to, including disability support services staff.

Step 3: Look at the implementation toolkit

  • Look at the implementation toolkit, choose an area or activity to review in partnership with disabled learners. Answer the questions to determine if you have met the best practice standards for that area or activity. This will determine what actions are required.

Step 4: Identify lack of provision

  • Identify any barriers that exist for disabled learners with this area or activity and solutions to resolve these barriers to participation and achievement.

Step 5: Identify further actions

  • Identify where a best practice standard has been partially or not met. Using the planning chart, plan the next steps, including the actions required to resolve any gaps.

Step 6: Peer review your thinking

  • Go back to the reference group to peer review your findings.

Return to Step 1: Choose the next area or activity to review.

The review of these areas or activities will lead to development of your DAP. Have some fun and be transformative!

This page is current as of November 2022 Print this page