1. www.adcet.edu.au/cats Creating Accessible Teaching and Support The CATS project OZeWAI Conference December 2005 Tony Payne

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. www.adcet.edu.au/cats The audit report

11. www.adcet.edu.au/cats A CATS tour…

12. www.adcet.edu.au/cats University & legislative context

13. www.adcet.edu.au/cats Teaching strategies

14. www.adcet.edu.au/cats Discipline specific resources

15. www.adcet.edu.au/cats FAQs & Hot Topics

16. www.adcet.edu.au/cats News & events

17. www.adcet.edu.au/cats Assessment benchmarks

18. www.adcet.edu.au/cats Making it happen tips - assessment

19. www.adcet.edu.au/cats resources - assessment