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www.adcet.edu.au/cats Creating Accessible Teaching and Support The CATS project OZeWAI Conference December 2005 Tony Payne
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www.adcet.edu.au/cats The legislative imperative Disability Discrimination Act 1992 – requires institutions to be proactive in identifying and removing discriminatory barriers and practices Disability Standards for Education 2005 clarifies legal obligations in relation to education Rights of students in relation to education and training Responsibilities of education providers Measures which will provide evidence of compliance and provide a defence against legislation
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www.adcet.edu.au/cats Funded by AUTC and Carrick Institute Cross institutional project team Initial focus vision impairment - now all disabilities Targets academics, administrators & managers Research methodology: Literature review – international collaboration Focus groups of students Surveys of equity academics & practitioners The Project
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www.adcet.edu.au/cats Whilst there are pockets of good practice … Outcomes for students are poor Research limited & resources not widely used Good practice often individualised not systemic “Reasonable” rights/responsibilities not defined Teacher understanding & strategies are limited Practitioner knowledge & skills are limited The research findings
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www.adcet.edu.au/cats Series of booklets : Vision Impairment, Hearing impairment (available) Mental Illness, Learning Disability (in development) Framework for good practice & benchmarks Web based information/resource database Self audit tool with reporting functions The outcomes
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www.adcet.edu.au/cats Searchable database of resources News, FAQs, Web links & Articles Practical strategies & case studies Good practice statements and benchmarks Self audit functionality - report and action plan Updates through integration with ADCET Accessibility & useability Website features
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www.adcet.edu.au/cats Evidence based – social model of disability Inclusive – responding to the needs of all students Comprehensive – covers all core activities Explicit – clear and realistic strategies and reporting Consultative – engage staff/students affected Resourced – adequate staff/funds to implement Systemic – embedded within planning & QA processes Owned – leadership/accountability by senior staff Equitable – respects all parties rights/responsibilities Underlying principles
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www.adcet.edu.au/cats Policy & Administration Recruitment Admission & Enrolment Policy & Planning Quality Assurance Grievance Procedures Safety and Security Professional Development Privacy & Communication Information Access Learning & Teaching Preparation & orientation Course review & design Learning resources Course delivery Assessment Learning support Learning environment Postgraduate study Campus life Physical access ICT access Specialist services General services Housing Library Graduation/employment Student diversity The framework
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www.adcet.edu.au/cats Good practice statements for each key area Series of indicators of good practice Benchmark statements Information/resources to assist operationalisation Interactive self audit & report functionality Self Ratings Evidence Report Action Plan The audit tool
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www.adcet.edu.au/cats The audit report
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www.adcet.edu.au/cats A CATS tour…
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www.adcet.edu.au/cats University & legislative context
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www.adcet.edu.au/cats Teaching strategies
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www.adcet.edu.au/cats Discipline specific resources
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www.adcet.edu.au/cats FAQs & Hot Topics
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www.adcet.edu.au/cats News & events
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www.adcet.edu.au/cats Assessment benchmarks
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www.adcet.edu.au/cats Making it happen tips - assessment
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www.adcet.edu.au/cats resources - assessment
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