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Reasonable adjustment for student selection processes
Reasonable adjustment for recognition processes
TAFE NSW has a commitment to quality customer service, and strives to be a customer focused organisation.
This means that it is the responsibility of all TAFE NSW staff to focus on identifying and servicing the needs of the customer, whether that customer is internal (eg students and staff) or external (prospective students, employers, and the wider community).
To provide quality customer service, teachers should:
v Foster participation and inclusion v Value and utilise the diverse backgrounds, knowledge, culture, skills and competencies of all students v Provide course application and selection information and physical access appropriate to student needs v Use performance measures to trigger continuous improvement in their teaching style and methodology v Recognise and adapt delivery to preferred learning styles to students v Create learning environments which facilitate equitable participation v Actively involve all students in determining their vocational education and training programs.
Staff development resources and activities are available to assist teachers to develop skill in quality customer service.
With quality customer service, TAFE NSW’s focus is on achieving positive outcomes for:
v Students – to meet their vocational education and training objectives v Industry and business – to ensure a competent workforce v Government – to implement its policies and priorities v The community – to promote equitable access in education, training and employment v Staff – through the provision of a productive, safe and fair work environment, which maximises opportunity to realise potential.
Inclusive teaching is the theme underpinning TAFE NSW’s service delivery to people with disabilities.
Clear procedures for processing complaints assist TAFE NSW to achieve a high level of customer service by:
v Providing assurance that complaints will be dealt with efficiently and without prejudice.
Providing feedback to TAFE NSW management concerning customer priorities, and allowing corrective action to b e taken where organisational problems are detected Reducing the number of serious or complex complaints by dealing with them at an early stage.
All staff should look upon complaints as an opportunity to improve service. Each work area within TAFE NSW should have a clear set of procedures for processing complaints. These procedures should be available to all customers.
Reasonable adjustment for
Students with disabilities may require reasonable adjustment in the selection process.
ISSUE
Selection processes across TAFE NSW vary widely from course to course. Some examples of activities or information that may be required during student selection processes are:
v Entry test v Portfolio v Interview v Detailed CV v Minimum pass marks in specific HSC subjects v Piece of writing
ACTION
Be familiar with and follow all relevant procedures from the TAFE NSW Selection Policy, Reasonable Adjustment Policy and any other relevant policies.
Prior to selection events, ensure that facilities to be used for selection and enrolment are accessible to all students.
Ask all prospective students if they need any reasonable adjustment during the selection process and provide if required.
Negotiate directly with students to ascertain individual needs; if the offer of assistance is turned down, respect that decision; avoid discussing students’ needs publicity.
Provide advice as to what types of assistance are available, and where and how to gain access to specialist staff if a student wishes to have assistance.
Contact the teacher/consultant and arrange for an appropriate reasonable adjustment (which may include reader, writer, note-taker, interpreter, adaptive technology) if it is known in advance that there will be a student with a disability involved in the selection process.
Arrange with the teacher/consultant for the most appropriate reasonable adjustment (eg, Braille, large print, reader/writer, etc) if print access is an issue.
Provide extension of time for selection events as required.
Tell the student about applying for recognition.
RESPONSIBILITY
All TAFE NSW staff have a responsibility to see that the reasonable adjustment needs of students with disabilities are met.
Often the teacher/consultant doesn’t know that a particular student has applied for a particular course.
When this happens it is the responsibility of the teaching staff of the section to ensure the student’s reasonable adjustment needs are met.
If this is not possible at the time, then the selection process must be deferred to a later date when the appropriate reasonable adjustment can be provided.
for recognition processes
Like many other students, students with disabilities may not be aware of the process for applying for recognition of previous learning from work, education or life experiences that is not recognised through existing credit transfer or standard exemption arrangements.
ISSUE
The recognition process required an application and evidence supporting the request for recognition.
For non-standard exemptions, applicants may be required to demonstrate their prior learning or current competencies. This may involve:
v Presentation of a portfolio
v Presentation of a current CV
v Attendance at an interview
v Undertaking a challenge test.
ACTION
Provide students with disabilities with accurate information in an appropriate and accessible form in relation to:
v The meaning of the term ‘recognition’
v The requirements of the processes in TAFE NSW (eg, what is considered ‘relevant’ experience) and the process of matching prior learning to course or learning outcomes and competency standards
v The course or module learning outcomes and assessment criteria
v The outcome of the recognition application, any further processes required, appeals processes, and support services for counselling or assistance.
Ensure that applicants understand:
v The support processes available to them through TAFE NSW, and where and how to gain access to assistance or support in preparing their application
v That they can bring someone to support them, or advocate for them. This could be a current supervisor, a member of their community, or an interpreter.
Ensure that applicants are comfortable about the location of any interviews, and provide information in written or preferred mode of communication regarding the time, location, expected duration and the roles of those participating.
Provide case studies to applicants if possible, and recommend helpful resources, activities, and contacts.
Determine, in consultation with the relevant educational services consortium, whether alternative assessment methods could be used to establish competence (eg, methods that do not inflate the role of English language or literacy; methods that rely on demonstration or explanation rather than a high level conceptual or technical terminology).
Provide extra time to prepare or present activities, if required.
Advise applicants of alternative ways of providing evidence (eg statutory declarations).
During the recognition process, give clear, concise and appropriate instructions; employ good listening skills; re-phrase or paraphrase questions if not understood initially; avoid jargon, abbreviations, acronyms, idioms, humour, and complicated sentence and question structures, which can cause misunderstanding and confusion.
Check comprehension at different times during interviews.
Contact the institute recognition coordinator for further information/
Involve the relevant teacher/consultant if required
RESPONSIBILITY
Selecting officer, enrolling officer, and/or classroom teacher, HT/SHT/HOS, recognition adviser, recognition assessor.
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