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Best Practice Standards 3.13

Part 3 - BEST PRACTICE STANDARDS FOR CREATING A FULLY INCLUSIVE ENVIRONMENT

3.13 Monitoring and Evaluation

Vision
Effective monitoring and evaluation systems report on the participation, retention and achievement of students with various impairments and identify any barriers.

Best Practice Standards

  1. Institutional barriers and the impact of these on people with impairments are identified and reported to senior management and those responsible for strategic planning.
  2. A range of monitoring and evaluation systems measure progress with goals and targets to remove these barriers to participation, retention and achievement of students with impairments.
  3. Effective mechanisms are in place to provide a forum to raise, discuss and advocate on issues affecting students with impairments.
  4. Services within Student Associations are accessible for students with impairments in terms of physical, communication and information access and advocacy.


Understanding these Best Practice Standards

  • Reporting institutional barriers and the impact of these include:
    • Assessing how staff across the institution comply with the relevant policies, procedures, legislative and government requirements for students with impairments.
    • Recommending strategies to improve service provision.
  • Various monitoring and evaluation systems exist and include:
    • Measuring progress with targets and goals in strategic planning.
    • Structured focus groups with students with impairments.
    • Student surveys that question whether people are satisfied with the support and services they received from staff in relation to their impairments.
    • Climate surveys to assess if staff feel confident creating an inclusive environment and providing support.
    • Development of advisory committees to oversee and advise on impairment related strategic planning.
    • Ensuring information from complaints and appeal processes is integrated into this planning.
    • Consultation with people with impairments about specific services (e.g. those with different impairments, Māori, other cultural groups, international students and those considering tertiary education).
  • Ideally there should be a recognised voice for students with impairments within the institution:
    • One option is for student associations to establish a network for students with impairments, with representation both on the Student Association Executive Committee and on related strategic planning within the institution.
    • Students with impairments should also have an effective avenue for advocacy within student associations, like all other students.
    • Developing student advocacy networks through Disability Support Services can create conflicts.