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We are committed to equal opportunity in education and employment, and seek to provide an environment where all staff and students are provided the opportunity to participate fully in Curtin activities.
Our Disability Access and Inclusion Plan (DAIP) is a long-term plan with key goals and milestones that focus on accessibility and inclusion for people with disability.
Please note, Curtin University is currently reviewing its 2017-2021 Disability Access and Inclusion Plan (DAIP).
The review will result in a new plan to guide continued improvement to access and inclusion at Curtin for staff, students and visitors with disability. The review will focus on access to buildings, facilities, events, services, information, skilled staff and complaint and consultation mechanisms at Curtin.
Good access and an inclusive culture benefit not only people with disability but also people with prams or trolleys, cyclists, people new to campus and people who don’t use English as their first language.
A summary of the key findings will be shared on this page in June 2022 for those with an interest. The draft 2022-2026 DAIP will be prepared and available on this page in the second half of 2022.
Review Curtin’s Disability Access and Inclusion Plan
Curtin wants feedback from our staff, students and visitors to help us develop the new plan, so please take the time to complete the survey.
To request an alternative format or way to contribute please contact us via e-qual@e-qual.net or phone +61 8 9389 9930.
To Aboriginal and Torres Strait Islander staff, students and visitors
Curtin recognises the diversity of Aboriginal and Torres Strait Islander People who may have their own definition and understanding of ‘disability’. For the purpose of the disability plan, Curtin uses the federal disability legislation (Disability Discrimination Act 1992) definition which covers a wide range of circumstances i.e. a disorder, illness, injury, troubled state of mind, anxieties etc, that can affect your daily life. If this applies to you then this survey is about whether you receive the right support to make the campus accessible and inclusive for you.
Please take the time to share your experiences and thoughts.
Support services
Students
Students can access tailored support from our AccessAbility advisors, including:
Federal and state legislation cover how disabilities are to be addressed in education.
Federal legislation
Disability Discrimination Act 1992 (Commonwealth)
Section 22 of the Disability Discrimination Act 1992 relates to education. The Act makes it unlawful for education providers to discriminate against a student on the basis of disability in relation to admission, access, and harassment.
A 2005 amendment to the Act directs that all curricula must be inclusive.
Disability Standards for Education and Guidance Notes 2005
The primary purpose of the Disability Standards for Education is to clarify the obligations of education and training service providers under the Disability Discrimination Act 1992 and the rights of people with disabilities in relation to education and training. This legislation is most relevant to provision of university education for students with disabilities.
The Disability Services Act 1993 applies to the provision of services to people with disabilities within Western Australia and mandates specific requirements in relation to Disability Access and Inclusion Plans.
Inherent requirements are essential tasks which are fundamental to being able to complete a course/degree. The Australian Disability Clearinghouse on Education and Training provides guidelines and procedures to assist universities to examine the inherent requirements of their courses.
Universities Australia guidelines
Universities Australia, formerly known as the Australian Vice Chancellor’s Committee (AVCC), has produced 2 sets of guidelines relating to students with disabilities.
Guidelines Relating to Students with a Disability (May 2006)
Universities will uphold academic standards such that students graduate with the requisite skills and knowledge associated with the degree.
Universities provide students with a disability with the opportunity to realise their academic and social potential and to participate fully in university life.
Guidelines on information access for students with print disabilities (November 2004)
The 2004 guidelines apply to the provision of information in accessible formats for students who have difficulty reading, holding or comprehending print based material. The guidelines relate to:
provision of student assistance
teaching materials
Internet access
encouraging inclusivity
equipment and technology
practical classes and practicum placements
policy implementation.
Curtin agents and contractors providing services directly to the public must adhere to Curtin’s requirements and deadlines relevant to the Disability Access and Inclusion Plan (DAIP).
How we can support you
Our Senior Advisor, People Wellness can assist in identifying reasonable adjustments and provide you with support tailored to your circumstances. This includes, but is not limited to:
workplace assessment
physical access consideration
workplace modifications
job design/practices
building modifications
education of supervisors and peers/co-workers
application of adaptive technology and assistive devices
courtesy/disabled parking permits
personal emergency evacuation planning
general advice and support.
If you have any questions about the support Curtin can provide you, please contact our Senior Advisor, People Wellness using the following details.
Often, people think that access relates only to buildings. While physical access is very important, it is only part of the picture, and the legislation requires that public authorities consider access more broadly in their Disability Access and Inclusion Plans so that people with disability are considered and included in all areas of the authority’s operations. This means that people with disability must have equitable access to:
Services and events (e.g. library service – resource collections and IT hardware, accessible/ ACROD parking and toilets at events);
Buildings and facilities (automatic doors, toilets, ramps, outdoor environments);
Information (screen reading compatible software platforms; information in other formats such as Braille, large print, audio, website accessibility, interpreters when required, easy to read brochures);
Staff with awareness and skills to assist people with disability (e.g. training in disability awareness);
Complaints processes (making sure processes are flexible, people know about them and are supported to access them as required);
Consultations (ensuring people with disability are able to take part in ALL consultations – not just those regarding disability issues); and also
Employment – the University has made a commitment to improve access to employment within the University (e.g. work experience, recruitment practices, employee support and disability representation in the workplace).
total or partial loss of the person’s bodily or mental functions; or
total or partial loss of part of the body; or
the presence in the body of organisms causing disease or illness; or
the presence in the body of organisms capable of causing disease or illness; or
the malfunction, malformation or disfigurement of a part of the person’s body; or
a disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction; or
a disorder, illness or disease that affects a person’s thought processes, perception of reality, emotions or judgement or that results in disturbed behaviour;