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Disability services


INTRODUCTION

Batchelor Institute of Indigenous Tertiary Education is committed to equality of opportunity and access for all staff and students, and has a strong commitment to supporting people who are disadvantaged by medical ailment or disability. The Institute takes a positive, systematic and proactive approach to the provision of greater equity and support for people with disabilities, and ensures that this commitment is honored as far as circumstances reasonably allow.

PRIVACY AND CONFIDENTIALITY

Batchelor Institute of Indigenous Tertiary Education recognises that all staff and students have a right to privacy and confidentiality. People with disabilities do not have to disclose they have a disability. If students choose to disclose this information then students have a right to expect that this information will be treated with utmost confidentiality.

DISABILITY POLICY PRINCIPLES

Batchelor Institute acknowledges that people have a right to be employed or educated in a safe and supportive environment regardless of disability;

Batchelor Institute will make every reasonable attempt to provide any person with disabilities a level of access to resources, services and information that will maximise the potential for the success of their endeavors within the Institute community;

Batchelor Institute believes that support for people with disabilities must be culturally appropriate and confidential;

Batchelor Institute encourages the development of approaches to course delivery and assessment that are able to accommodate the particular needs of individual students with disabilities;

Batchelor Institute will actively promote development and training which aims to increase the understanding of disability issues within the Institute community.

AFFIRMATIVE ACTION STATEMENT

Batchelor Institute of Indigenous Tertiary Education has a strong commitment and interest in your success as a student.

The Institution is committed to providing a high level of academic assistance whilst dismantling barriers in order to promote a successful two-way learning process for both student and lecturer. Students who believe they may benefit from additional academic support, learning resources and specialised aids are encouraged to contact their lecturer who will be happy to help. They can also seek further assistance through the Disability Support Officer.

If you aren’t sure you have a learning disability and are experiencing difficulties in you studies your may also like to contact you lecturer to evaluate you learning needs.

DEFINITION OF DISABILITY

This action plan uses the definition of disability given in the Disability Discrimination Act (1992) as including disability that is;

  • Physical Impairment
  • Intellectual/Psychiatric
  • Sensory Loss
  • Neurological or Acquired Brain Injury
  • Learning disabilities
  • Physical disfigurement/loss of function
  • Medical condition resulting from diseased organisms

AREAS OF DISCRIMINATION

  • Employment
  • Race
  • Housing
  • Transport
  • Education
  • Sport and Recreation
  • Health
  • Religion

SELF HELP STRATEGIES

1

Be organised when you come to class: bring your books, pens and other study materials

2

Learn good study habits

3

Remember a good input will result in good output

4

Participate actively in class

5

Don’t be afraid to ask the lecturer questions

6

Give your studies full commitment whilst on campus

7

Plan and set aside some study time