Part 3 - BEST PRACTICE STANDARDS FOR CREATING A FULLY INCLUSIVE ENVIRONMENT
3.1 General Principles
Some general principles underpin the creation of a fully inclusive tertiary education environment for students with impairments. Tertiary institutions will ensure that:
- Students with impairments are provided with equitable opportunities to achieve their individual capabilities and participate in all aspects of tertiary education life.
- All interactions with people with impairments are characterised by respect for their rights, dignity, privacy, confidentiality, and equality.
- 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.
- 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.
- 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.
- Students with impairments are enabled to participate in their course of study on equal terms with other students.
- 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.
- Students with impairments:
- Make known their requirements in advance, so appropriate services are provided.
- Where possible, share responsibility for negotiating and developing solutions.
- Advise institutions of difficulties they encounter.