LAEIC - TAFE access Inquiry Submission no: 36 Kangan Institute Received 4 January 2021

Submission for Inquiry into access to TAFE for learners with disability

BACKGROUND

Bendigo Kangan Institute (BKI) welcomes the opportunity to make a submission to this important inquiry, and is committed to meeting and enhancing students experience in pursuing their educational goals regardless of the barriers they face.

BKI’s vision, mission and values reaffirm our commitment to ensuring inclusive practices for all learners to have access to education that is fair, free from discrimination and accessible.

In 2019 BKI supported a total of 164 students with disabilities across the Institute, of which 90% have either completed their course or continue to study with the Institute.

BKI are progressive leaders in the space of providing the best educational experience for students. As a result of the COVID-19 pandemic, BKI anticipates increased access to education from individuals of all walks of life due to the need to upskill and reskill. To meet this demand, BKI has analysed perceived barriers for students with a disability and developed rectification strategies that highlight (through this submission) how the wider TAFE network can better meet the needs of students, specifically those with disabilities.

BKI recognizes it is important that we work to future-proof our organisation so we can remain responsive to evolving market conditions and a change in government priorities. We aim to achieve this through our 2020-2025 Strategic Plan, which focuses the Institute on its mission: To empower people and industry with the skills to create a bright future; and our Vision: To be acknowledged as a leading educator and trainer in work and life skills, making a real difference for students and industry across the communities we serve.

One-in-five Australians are estimated to be living with a disability. The ageing Australian population is leading to increasing numbers of people living with a disability with a severe or profound limitation (National Disability Strategy, 2008). Disability is an evolving concept and results from the interaction between persons with impairments and attitudinal as well as environmental barriers that hinder their full and effective participation in society on an equal basis with others.

The term 'disability' itself also indicates an impairment which may limit a person's ability to carry out day-to-day tasks. A disability can be caused by an accident, illness, trauma, genetic condition, ageing or can occur from birth. A disability can affect a person's mobility, one or more of the five senses, moods, perceptions and cognitive functioning.

This submission addresses the terms of reference as the basis of discussion to structure a position that highlights BKI’s initiatives when supporting students with a disability.

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BARRIERS FACED BY LEARNERS WITH A DISABILITY

BKI has undertaken research into the barriers faced by its learners with a disability when trying to access and participate in TAFE.

Financial Barriers We are cognisant of the fact students who are facing financial duress are less likely to access education due to the perceived or actual cost of the course/program they wish to enroll in. Students with a disability may perceive finances as a barrier to education due to lack of clarity of the costs in organising support and/or additional equipment that may be required during their studies.

BKI has addressed this through the following measures:

o Offering scholarships to students to access education which can supplement initial course fees, consumables and/or materials. Scholarships (in the form of financial assistance) are available for all students regardless of capacity and are awarded prior to commencing a course.

o Students are provided with emergency relief, providing e-vouchers to assist with living costs, which may include but not limited to food security assistance, assistance to purchase personal items, MYKI cards to ensure a student can travel to TAFE to access education.

o Dedicated Disability Liaison Staff who coordinate with a student’s NDIS provider to ascertain the level of assistance that can be provided by the incumbent’s package and then supplemented with additional assistance from BKI staff.

o Provision of dedicated Learning Support Staff across all campuses, both employed directly by BKI and outsourced service-providers, to ensure a student is supported and does not have to source their own support to achieve their educational goals.

o Access to equipment such as ergonomically designed chairs, wrist rests for typing, foot stools, ergonomically designed keyboards, and mouse for computer use. BKI also offer the loan of laptops and internet dongles for students who do not have access to this.

Cultural and Social Barriers o BKI are conscious that those in our community who have disabilities may not experience the same civil liberties compared with their peers who do not present with a disability. BKI has addressed this through the following measures:

o BKI is responsive of the position we have as an industry leader in providing tailored support for individuals with disabilities and acknowledge some societal attitudes towards those in our community with all varied disabilities. To address these, we have equipped staff across the Institute via the promotion of two online modules developed by the National Disability Co-ordination Officer (NDCO) and Australian Disability Clearinghouse on Education and Training (ADCET). The modules have been designed specifically for professional staff and VET educators who work in the VET Sector and focus on promoting awareness about the rights of students with disability, the needs and requirements of students, and responsibilities of registered training organizations’ in relation to providing inclusive delivery and assessment strategies, responsive to the needs and requirements of students with

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disability. All BKI teaching staff are also provided with ongoing development and awareness training via Educator Passport programs in Student Support Services and Accessibility in Learning Resources. In addition, the support team has a dedicated contact point for support and the induction microsite promotes a number of reference guides related to providing student support.

o Development of a dedicated Accessibility and Inclusion Plan (AIP) for better inclusive practices. The overarching goal of the AIP is: a) Focusing on selection standards when admitting students b) Meaningful participation in classrooms by our students c) Providing reasonable adjustments for students, staff and volunteers d) Meeting physical requirements of students, volunteers and staff living with disabilities e) Increased and sustained staff employment and training, applicable to individuals with a disability

o The action plan was developed holistically to ensure a consistent approach across Bendigo TAFE and Kangan Institute reflecting our continued commitment to providing fair and equitable employment and training.

Educational/Employment Barriers BKI recognize there are barriers for those people in our community with a disability when accessing education. BKI has addressed this through the following measures:

o BKI uses the model of “reasonable adjustment” as directed by the ASQA Standards (Clauses 1.8 to 1.12) to assist students who may not be able to access courses they wish to do due to certain disabilities e.g., a student may want to do an allied health course and may be in a wheel chair due to mobility issues. The Allied Health course trains students to do physical lifting of patients and someone in a wheelchair may not be able to complete this component of the curriculum. However, our staff individually tailor solutions including exploring alternate education that aligns with their intended career goals. BKI acknowledges the complexities linked to ‘reasonable adjustments’ which is a broad criterion that is not explicit in its content and at times can be difficult to maintain consistency in support service provision for students.

o BKI are currently investigating the potential implementation of several assistive technologies that are available for our students. This includes note-taking technologies, interactive learning, and delivery modes.

o Each student that enrols at BKI who disclose a disability, and provides the paperwork from a medical professional to substantiate said disability, works with Disability Liaison Staff to develop a personalised individual learning plan which is annually reviewed to ensure needs of the students learning is met. BKI acknowledges that at times, some students may not wish to disclose a disability at the commencement of their course for several reasons. As such, BKI often encounters students who then disclose their disability once they commence studying including those that develop a disability whilst studying with the Institute. This creates challenges in tailoring a support plan for each student designed across the entire learning experience continuum.

o To help individuals access employment, BKI is currently reviewing procedures and policies to ensure staff living with a disability are effectively supported e.g., through Managing Diversity and Flexible Working Arrangements. Through these mechanisms, BKI aims to increase general awareness as well as

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providing the Institute with the means for identifying and implementing adjustments to support new and existing employees. This is done through changes to work practices or physical layouts, providing additional equipment and ongoing support.

Summary: Bendigo Kangan Institute is cognisant of the barriers faced by potential and current students when accessing and undertaking their education. The above highlights the proactive response by BKI to reduce these barriers as well as highlighting some of the challenges encountered when supporting these students such as reasonable adjustment criteria and predicting future costs. Moving forward, BKI has invested in the development of a progressive and inclusive Accessibility & Inclusion Plan, which again highlights these barriers and outlines an organisational-wide response to best supporting students and staff with disabilities.

THE TYPES OF SUPPORT LEARNERS WITH A DISABILITY NEED TO MAXIMISE THEIR TAFE EXPERIENCE

BKI offers many different support avenues for Students with a disability. These include but are not limited to:

o Note-taking, support workers will attend classes with student and take study notes consistent with the students learning style to maximise comprehension. This learning style would have been developed and stated in the students Learning Access Plan. This plan is devised with the student and dedicated Disability Support Staff before commencement of their course.

o Assessment support - TAFE courses have various assessment methods prior and during the course. It is the role of dedicated Disability Support staff to work with the educational area to assist in making the assessments accessible for students with disability.

o Support to use online learning systems. BKI has its own internal educational portal where students access course content and assessments. The Learning Support Staff assist students in navigating this to ensure they comprehend all of the content.

o Advocacy for students internally and externally. It is the role of all staff at BKI to advocate for those students who require extra assistance with modified learning, whether this be in the form of physical equipment such as ergonomically designed chairs and work area set up or changing to the course content and assessments.

o Students who have a hearing impairment often require interpretive services to enable their learning. BKI uses a third- party to provide this specialized support (at no cost to the student).

Due to COVID-19 which has seen the move to digitally-enabled learning, BKI has implemented numerous initiatives for students with a disability including:

o Provided Information Technology equipment for students who are disadvantaged to support them to continue their studies at home.

o One-on-one learning support has continued using video conferencing platforms.

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o Additional learning support has been made available to students through the library platform and dedicated staff, providing another layer of academic support.

o Providing extra support for students using the Talk Campus, a peer-to-peer online mental health app, available free of charge for all students.

o Transitioned all counselling and welfare services online offering virtual counselling expanding our reach to the entire student cohort.

Summary: BKI has deployed a number of support mechanisms for students with a disability, to assist in navigating the challenges posed by COVID-19. We have been agile in the face of the global pandemic and have considered the impact on learning this would have on our students especially those with disabilities. We have increased supplementary mental health supports, transitioned to virtual support, and invested other support areas to empower students on their educational journey.

EXPERIENCES OF LEARNERS ACCESSING & PARTICIPATING IN TAFE PROGRAMS

In this section of the submission, we have reached out our students giving them the option to candidly speak about their experiences of learning at Bendigo Kangan Institute as a student with a disability. Their verbatim responses are presented below. *********** As an individual with multiple disabilities, I nevertheless recognize my rights as a human being. As such I wish to draw to your attention to the UN Charter of Humans Rights in which I and those alike beside me with disabilities, have a right to and freedom to obtain an education regardless of ability, socio economic status, gender identity or race. With this in mind, it must therefore be recognised by government that essential services such as disability liaison services in tertiary educational settings, should include such supports as those that I have had access to and utilised at my time at KANGAN Institute. Key to a successful outcome for myself, included the role of support workers, scribes, educational materials in both a digital and non-digital format, and an environment in which a disability is not seen as an obstacle, but in most circumstance an asset to the individual and classroom in which each can harness their experiences in overcoming adversity in their educational journey, to strive to achieve a successful outcome. It is essential we are equal to our peers and this can in many cases only be the case when we receive assistance in order to complete our tertiary education. Receiving a tertiary education at KANGAN Institute has allowed me to improve my socio-economic status, improve my health and wellness outcomes and have a sense of dignity, pride, and purpose in my life since I started this educational journey. I am forever indebted to KANGAN Institute and their disability support facilities and I fear if it were not for them, I would have not achieved my full potential. It is therefore with personal knowledge of the contribution that these services can bring to a student’s potential, that I implore the commission to fully acknowledge and respect the necessity for such services in our educational institution (Second year student, Diploma of Community Services, Kangan Institute)

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********* How was your experience when you first enrolled? It was good I wasn't really introduced to anybody in the class so I kept to myself. What barriers did you find to get this support? I find it very hard to put words to paper so it's very helpful to have someone there two keep me on track. Do you still have any barriers? The barriers I have right now are there is very limited time I have to finish assessment because the assessment requires me to do most of it and I have a learning disability so it very hard. How is the support you are receiving from your tutor going? Yes, it is going well and they support me to get my assignments completed. How have the teaching staff supported you? Yes, they support me to write up my assignments. What do you think needs to improve or be provided to support you better? Yes, support around extra time for assignments. (First year student, Certificate II in Animal Studies, Bendigo TAFE)

******** I struggled in the course before they gave me assistance with a support worker, I have learning difficulties and speech problems and mu support worker’s assistance we got my portfolio in order which actually showed l was up to date with my work. She helped explain things to me and has been my voice to the teachers and l was very comfortable with her. We had a good relationship which helped my confidence and anxiety. When I did the Diploma of Fashion 2020: For my first year leaving my safety net of school l was extremely nervous on how l would manage outside of my school bubble. My support worker was more than willing to be my aide again which gave me reassurance going forward as having no familiar faces makes it extremely hard for me with my language and lack of confidence with new people. My support worker helps find new ways for me to answer questions on my assignments and projects and when it comes to public speaking, she is by my side and when l struggle explaining things she is there and whispers the words l have problems pronouncing. Due to Covid-19 l was struggling in pattern making l decided it was best to drop the course and do it later when l am attending Kangan due to it been to hard doing it online. Online technology was new to us all so at the start it was hard to figure out not just for the students but teachers as well. Lots of challenges online especially when doing illustrations and design work it was hard to visualise things on the computer to what you were doing in front of you. My support worker had to be able to access everything l had so she was able to help me where necessary and she even had to change her timetable around to suit my online classes and my support workers discussed things with the Disability Liaison Officer to help in my study period online just so l could stay up to date on my classes That my personal story about my disability experience at TAFE with support has helped me. (Second year VETis student, Diploma of Applied Fashion, Kangan Institute) ****** Case study One student commenced a Certificate II in Engineering and Pathways in March 2019. The student reached out for student support early on in their learning journey so that they could ensure strategies and support for access and inclusion were in place. This was particularly important for this student as the student is wheelchair bound. With assistance and collaboration from a range of stakeholders such as NDIS, occupational therapists, the engineering department, the Chief Academic Officer, and the student support team at BKI, reasonable adjustments were made to enable the student to fully participate in all aspects of the course.

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In addition, the support team at BKI used this opportunity to reach out to industry to understand best practice, alternative equipment, and review BKI’s access and inclusion plan. The support team also connected the student into appropriate services such as the Skills and Jobs Centres to ensure a transition into apprenticeship post completion of the course. All student completions are to be celebrated but this is a particularly special event to celebrate. The student’s patience, persistence and resilience are to be commended. The student has expressed their gratitude to BKI and been especially thankful for the support from staff. The student has acknowledged that support received was non- judgmental, empathetic, and tireless.

BROADER STRATEGIES TO INCREASE THE PARTICPATION OF LEARNERS WITH A DISABILITY IN TAFE

BKI prides itself on ensuring accessibility and inclusivity for students and staff who present with a disability. It is recommended that additional sector-wide initiatives be investigated to further improve access to education and employment:

o Stronger links with local community services to increase awareness of educational opportunities. Opportunity exists for sector-wide staff, specifically Disability Support Staff, to engage with local community services programs that work directly with people who have disabilities to engage these clients in educational opportunities. Increasing awareness of different courses and reasonable adjustments would ensure inclusivity of those in our community with disabilities.

o Development of dedicated pathways from Special Developmental Schools within in the community. There are a number of special developmental schools throughout who have tailored curriculum for students with disabilities. An opportunity could be explored for Disability Support Staff to work directly with these school to create pathways for those students to access vocational education.

o Further enhancing the role of TAFE and its interaction with Job Agencies. Job Agencies throughout Victoria support people in the community with disabilities, some of these clients may require additional vocational training to assist with securing a work in the community. TAFE can act as this conduit, providing education with support, linking into other TAFE program through the Skills and Jobs Centre’s which increase opportunities for future employment.

o Deployment of a central (sector-wide) resources for individuals living with disability promoting inclusivity, raising awareness of opportunities available and affirming our commitments to equality for all individuals. BKI believes that it holds an important and unique position in advocating for those in our community to receive equal opportunity when accessing . As such BKI considers a sector-wide approach to this support which affirms Victoria’s TAFE ongoing commitment to individuals living with a disability in our community to be a proactive and inclusive action.

o Consideration on the elevation of the “voices” for students and staff living with a disability that help shape, improve, and enhance practices across the sector. BKI listens and has actively reached out to its students and staff who have a lived experience of a disability to tailor not only an inclusive working environment but also a supportive learning environment. This is displayed through the development of the Institute’s Accessibility and Inclusion Plan, which has engaged students and staff to ensure their

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opinions and views have been integrated into a practice framework which will guide the Institute in disability education for years to come.

o There is an opportunity to align TAFE providers with NDIS providers in the community. At present, NDIS workers only provide practical support to a student and not educational support. As educational providers, it is important to the sector that all individuals get the opportunity to access public education, and connecting education providers with the NDIS to provide additional support will benefit the overall student experience.

o Procurement of assistive technologies that better enable the educational and employment experience for students and staff who present with a disability. BKI has been actively researching and testing assistive technologies available in the open market for students with different disabilities. This has been facilitated by internal support staff and through networks across the sector who have been working with our students with specific needs to test different mediums and software.

o Consideration of a dedicated funding model to address the unpredictability of costs related to supporting students with a disability at TAFE.

o A consistent and unified move away from the term ‘disability’ with the view of replacing this with ‘accessibility’. As a sector, we should move towards positive acknowledgement of accessibility, inclusivity and removing stigmas associated with perceived and actual accessibility issues.

Summary: BKI has engaged with students and staff with the aim of increasing participation in education for current and prospective students learning with a disability. The proposed suggestions would systematically enable improved pathways of students with disabilities by working closely with community organisations, job networks, disability specific schools and the wider TAFE sector thereby promoting and providing an inclusive, fair, and discrimination- free learning environment.

CONCLUSION

This submission is aimed at providing the Department of Education and Training (DET) with a snapshot of the proactive approach BKI is taking to support staff and students living with a disability. It also highlights some of the broader strategies the TAFE sector could undertake to increase participation and ensure equitable access for those living with a disability in our community. In conclusion, the above recommendations and information provided to the Department of Education and Training. BKI will continue to enhance service provision for those in the community with a disability to access public education in Victoria.

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Reference Documents

o Disability Discrimination Act 1992 (DDA), Australian Human Rights Commission

o Equal Opportunity Act 2020, Department of Justice

o National Disability Strategy 2010–2020, An initiative of the Council of Australian Governments, Department of Social Services

o Disability Standards for Education 2005, Reviewed 2010, 2015, Department of Education, Skills and Employment

o La Trobe University Disability Action Plan 2018-2020, La Trobe University

o The Victorian Department of Premier and Cabinet’s Disability Action Plan, Victorian Government

o World Wide Web Consortium, Web Content Accessibility Guidelines (WCAG) 2.2

o “Conduct effective assessment” Australian Skills Quality Authority, Australian Government, Clauses 1.8- 1.12

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