1. www.adcet.edu.au/cats/ Creating Accessible Teaching and Support (CATS) Tony Payne Deakin University (on behalf of the CATS project team)

2. Project findings CATS web resource Australian university guidelines Self assessment & planning tool Scholarship in disability practice Images Copyright www.istockphoto.com

3. Australian context Complaints based DDA introduced in 1992 Education Standards introduced in 2006 Success rates vary widely Universities funded directly - no student allowance Similar issues but different language used Images Copyright www.istockphoto.com

4. It all started in 2002 when a blind student in my university didn’t get his readings on time… and he made a complaint to the Human Rights Commission… and it made national television! Images Copyright www.istockphoto.com

5. A little planning saves a lot of fan cleaning! Images Copyright www.istockphoto.com

6. To address issues raised by the complaint a national project was funded to: Review literature Audit higher education sector disability related practices Consult with students and staff across Australia Develop guides to good practice for university staff Images Copyright www.istockphoto.com

7. There are no good project managers, only lucky ones but … the more you plan, the luckier you get! Images Copyright www.istockphoto.com

8.  Good practice is individualised and not systemic  Legislative requirements not well understood  Inclusive approaches not widely used  Limited evidence base for accommodations  Information & resources not widely used  Outcomes are poor Key project findings Images Copyright www.istockphoto.com

9. “The future is already here … it's just not evenly distributed.” William Gibson Images Copyright www.istockphoto.com

10. Students said that they need … Knowledgeable disability staff Policies that are reflected in practices Accessible web sites and libraries Readings on time & accessible Communication direct with lecturers Employment services and jobs Images Copyright www.istockphoto.com

11. If there are several possible interpretations of a communication… the least convenient is the correct one! Images Copyright www.istockphoto.com

12. Staff said they were…  Under resourced & time poor  Unclear as to rights / responsibilities  Unaware of inclusive teaching practices Images Copyright www.istockphoto.com

13. A major issue for academics was … concern about equity for other students Images Copyright www.istockphoto.com

14. Staff said they wanted:  Clearer policies around what is “reasonable”  Practical, inclusive, teaching and assessment practices  Just in time information and guidance  Evidence base for assessment accommodations Images Copyright www.istockphoto.com

15. We found evidence for the value of:  Consultation with students  Embedding of policies  Sound pedagogical practices  Inclusive approaches to teaching and support  Clear expectations of staff and students  Clear procedures – eg learning access plans Images Copyright www.istockphoto.com

16. The gap between what we know and what we don’t know is much less than the gap between what we know and what we do.” Don Berwick Images Copyright www.istockphoto.com

17. Based on this findings we: published three booklets for staff working with disabled students developed a web based resource providing good practice guidance provided professional development in universities across Australia Images Copyright www.istockphoto.com

18. If at first you don't succeed… remove all evidence you ever tried! Images Copyright www.istockphoto.com

19. The Australian Learning and Teaching Council then funded phase 2: Improve access to practical information and resources Introduce national guidelines for policy and practice Develop a self assessment tool and performance indicators Images Copyright www.istockphoto.com

20. It takes one cow nine months to produce a calf … it cannot be done in one month by nine cows Images Copyright www.istockphoto.com

21. Key survey findings  54% are confident in working with disabled students  82% first seek information from a person  56% found that training had changed the way they work  75% prefer succinct, printable Web based fact sheets  Only 13% frequently refer to printed information or booklets Images Copyright www.istockphoto.com

22. www.adcet.edu.au/cats So we built a Website… Images Copyright www.istockphoto.com

23. What we don't know is very likely to hurt us! Images Copyright www.istockphoto.com

24. Resources have been heavily used with over 160,000 fact sheets downloaded but… has practice improved? Images Copyright www.istockphoto.com

25. “The great aim of education is not knowledge but action.” Herbert Spencer Images Copyright www.istockphoto.com

26. Next we developed guidelines for practice covering: Course Design and Delivery Recruitment and Admission Teaching and Assessment Library and ICT Access Physical Access & Safety Student Services & Housing Images Copyright www.istockphoto.com

27. What is not on paper has not been said ! Images Copyright www.istockphoto.com

28. Underlying principles  Consultative - students & staff  Comprehensive - cover all activities  Inclusive - meet needs of all students  Systemic - embedded within university-wide processes  Explicit - clearly identify requirements and processes  Resourced - adequate resources for implementation  Equitable - recognise the rights & responsibilities of all Images Copyright www.istockphoto.com

29. We then developed a self assessment tool that generates a Report and Action Plan Images Copyright www.istockphoto.com

30. Good Practice Statement Admission, selection and enrolment procedures are non-discriminatory and orientation programs are inclusive in design and application Guideline 1 The University provides explicit information about opportunities for people with a disability, the support services available to them, any special entry procedures, course requirements and student rights and responsibilities. YES YES, but…. NO, but…. NO Add Evidence Evidence Action Required Self-assessment example Questions to consider … Self rating Print Report

31. Project Officer Self-assessment process Academic Dean Facilities Management Library Services Information Collector Indicator 5.5 Information Collectors Indicator 5.7 Information Collectors Indicator 5.6

32. Self Assessment Learnings The process is more important than outputs It is vital to engage all sections and levels Managers and academics have to own the issues Staff will find their own solutions Leadership is vital Images Copyright www.istockphoto.com

33. What have we achieved? Better understanding of what is needed to improve outcomes Web based resource that for university staff Guidelines that for more effective policy & practice A self assessment tool that encourages self reflection and motivates change Images Copyright www.istockphoto.com

34. If we want staff to engage with us in challenging teaching and support practices, we need to be able to say to them don’t just take my word for it… here is the evidence. Inspired by Professor Keithia Wilson Images Copyright www.istockphoto.com

35. Scholarly practice Develop “conscious competence” Work with academic colleagues Engage with disabled people Read the literature Contribute to an evidence base of effective strategies Practice critical self reflection Images Copyright www.istockphoto.com

36. Plan Implement Evaluate Reflect Theorise Images Copyright www.istockphoto.com

37. Injustice anywhere is a threat to justice everywhere. Martin Luther King, Jr. Images Copyright www.istockphoto.com

38. Creating Accessible Teaching and Support Turning the extraordinary into the ordinary Images Copyright www.istockphoto.com