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Information for Staff

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This page provides information for staff about students with a disability. If you are a staff member who has a disability, specific information is available at the Staff and Student Equal Opportunity Unit.

On this page:

- I Have a Student with a Disability
- Staff FAQs
- Inclusive Teaching Practices
- Explaining Examination Adjustments
- What Assistance is Available to Me to Determine Reasonable Adjustments?
- What If I Have Concerns Regarding the Adjustments?
- Explaining Examination Adjustments
- Teaching Strategies for Specific Disabilities
- Toolkit for Staff

I Have a Student with a Disability

If you have a student who has a disability and requires adjustments or support, it is important to:

  • Check the student is registered with Disability Services.
  • Make contact with Disability Services if you have any concerns about the recommended adjustments.
  • Review the Staff FAQs for more information.

As a staff member it is important to be aware of the following:

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Staff FAQs

Who can register with Disability Services?
A student who has a disability as defined in the Disability Discrimination Act (1992), AND whose disability impacts or in the case of prospective students has the potential to impact on the student’s University studies in some way, AND the student has supporting documentation i.e. medical documentation describing the disability and any corresponding need for services and/or adjustments.

When should students contact Disability Services?
It is preferable that students contact Disability Services prior to commencing study, to ensure there is sufficient time for any modifications to be put in place. Students can contact Disability Services at any time prior to their application or admission to the University of Sydney for information on the types of services that may be available. While early registration is preferable, students can certainly register with Disability Services at any time during their course of study.

How do students register with Disability Services?
Students must make an appointment with a Disability Services Officer and bring supporting documentation and other pertinent information, including details of their current enrolled courses (name, unit code and lecturer/tutor.)

If a student has a mental health condition, can they register with Disability Services?
Yes, mental health conditions are included in the Disability Discrimination Act (1992). A significant number of students registered with Disability Services have mental health conditions.

If a student has a temporary disability, can they register with Disability Services?
Yes. If a student has a temporary disability (i.e broken limb, affected mobility, short term medical conditions) that impact on their ability to study or undertake examinations they may be eligible for support from Disability Services. The student must make an appointment with a Disability Services Officer and bring supporting documentation. It is beneficial for students to register if they require examination adjustments, for example a scribe. If they are unable to sit for an exam they will need to submit Special Consideration.

Can an international student register with Disability Services?
Yes, providing they meet the criteria of a student who can register. Please note that the assistance and support a student received at their home institution may not be the same as those available in Australia. It is advisable not to make informal arrangements with a student based on their advice of previous support, they should be referred to Disability Services

A student has nominated that they have a disability on their enrolment form, does this mean they are registered with Disability Services?
No, this is for statistical purposes and is collected by the University as a whole. This information is not referred to Disability Services, the student must follow the procedure for registering to receive assistance and support.

What services are available through Disability Services?
Services that are available, depending on the students’ circumstances, include:
- Letter of introduction
- Assistive Technology
- Library Support Services
- Resting Rooms
- Lockers
- Access Provisions for students with physical disabilities
- T-Loops for students with hearing impairments
- Assignment extensions
- Notetaking Services
- Exam Adjustments
- Loan of Equipment
- Parking
- University Bus Service
- Travel Concessions

What kind of supporting documentation are students required to provide to Disability Services?
Students must provide supporting documentation that is current, from their consulting specialist and include:

- referring doctor’s name, contact details and address
- nature of the condition/s (including specifications i.e. the extent of vision loss; how far you can walk unaided and if the condition is temporary how long it is likely to persist).
- how study may be affected (i.e. unable to write, unable to walk up stairs, unable to hear lecturers, impacts of anxiety or depression)
- any medication that may affect an ability to study;
- any medical attention necessary (such as assistance required due to diabetes, epilepsy or a heart condition);
- any particular assistance that the student is seeking (such as more time on examinations or use of assistive technologies).

The information a student provides is restricted, and is protected under the Privacy and Personal Information Protection Act 1988 (NSW), the Health Records and Information Privacy Act 2002 (NSW) and the University of Sydney Privacy Policy and Plan. In most instance Disability Services will not be required to share or disclose personal information provided by students regarding their condition or disability.

Are students required to inform academic staff of their disability?
Disclosure of a disability is a personal choice, it is up to the individual to make a decision on what information, if any, they would like to inform academic staff. We recommend that should students require ongoing adjustments and support they inform academic staff, though this is not compulsory. Students with any concerns should be referred to Disability Services for advice.

Is there anyone I can contact in my Faculty?
Yes. All faculties/schools have a staff member appointed as a Student Disability Liaison Officer (SDLO) who assists students registered with Disability Services with any academic concerns they may have. The SDLO can advise staff as required.

What resources for teaching and learning may be useful if I have a student with a disability?
There is specific information available for teaching staff about inclusive teaching practices.

The Creating Accessible Teaching and Support (CATS) project was funded by the Carrick Institute for Learning and Teaching to improve the quality of teaching and support for students with a disability.

WebCATS provides information for academics, administrators and support staff and has been structured around a series of good practice indicators with accompanying benchmarks. It includes reference to a range of useful resources and case exemplars to assist you to maintain and enhance the quality of teaching and support for students with a disability.

A student is frequently submitting requests for Special Consideration. Should I refer them to Disability Services?
If a student frequently submits applications for Special Consideration on medical grounds you can refer to Disability Services for advice on whether the student may be eligible to register for support. If the student is eligible to register, Disability Services can advise the student of relevant services, including when they would need to apply for Special Consideration, such as supplementary exams, and when they should liaise with Disability Services directly, such as assignment extensions.
Special consideration is not appropriate for long term conditions where students will benefit from having relevant support structures in place which can be provided by Disability Services.

A student has advised me they have a very serious mental health condition that is preventing them from participating in course work, how should I respond?
The student should be referred to Counselling and Psychological Services for psychological support, and Disability Services for academic adjustments.

How are reasonable adjustments determined by Disability Services?
Reasonable adjustments are determined via consultation with the student; by considering the advice provided by a medical practitioner and balancing that with the inherent requirements of the students course of study; through discussion with Faculty staff as required; and in line with the Disability Standards for Education 2005.

What if I am concerned with the reasonable adjustments determined by Disability Services?
If you have concerns about the recommended adjustments you can contact the Disability Services Officer in the first instance. For further advice, you can contact the Acting Manager of Disability Services or the Director, Student Support Services to discuss the adjustments.

A student in my class has given me a letter of introduction from Disability Services, what are my responsibilities?
The letter of introduction is provided to you either by the student directly or electronically from Disability Services. Its purpose is to alert you to the needs of the student, and the types of adjustments and support Disability Services will be providing. In most instances no immediate action is required other than taking into consideration the recommendations, and maintaining an awareness of the student's needs. Where possible, it is appreciated if you can acknowledge receipt of the documents to the student, and check if there are any additional impacts that you should be aware of. It is advisable not to ask the student what their disability is - they will disclose this information if it is necessary. For any queries or concerns on the content of a letter of introduction please contact Disability Services.

A student with a disability will be commencing a practicum and I am concerned that their condition may affect their ability to complete it, what should I do?
In the first instance you should approach the student in a discreet manner and discuss any concerns that you have. This should be done well in advance of the commencement of the practicum. You should check for any special requirements the student may have, and if they are registered with Disability Services. If required, a meeting can be arranged with academic staff, the student and Disability Services to discuss the practicum requirements. A Disability Services Officer will be able to assist in arranging this meeting.

Disability Services has emailed me a recommendation for an assignment extension, what are my obligations?
Requests for assignment extensions are referred by Disability Services after receiving a service request from a student who has been assessed as eligible to receive extensions as a reasonable adjustment, in line with the supporting documentation retained on file. It is generally expected that the recommendation by Disability Services will be approved by the academic staff member, whereby you are required to email the student confirmation of the updated due date. The request from Disability Services can be taken as a formal notification and an additional application for Special Consideration is not required. Disability Services considers that extensions of up to 2 weeks for assignments is a reasonable adjustment. However if an academic considers that a 2 week extension is impacting on their course or other students and staff, the Manager, Disability Services can review the extension policy for that particular course.

If, however, you have concerns with a request please contact Disability Services in the first instance prior to contacting the student.

Can a student who is registered with Disability Services, apply for Special Consideration?
Yes. The Assessment Procedures 2011 (Part 12, Point 7) states “Even if registered with Disability Services and reasonable accommodations or adjustments have been provided, a student with disability may still make a claim for special consideration due to illness or misadventure.”

A student with a disability has not met their attendance requirements. Am I supposed to waive them?
No. All students must meet their attendance requirements, unless specific dispensation has been authorised by the Unit of Study Coordinator. We recommend that you approach the student directly with your concerns, and if appropriate advise them to submit Special Consideration to explain their absences.

A student has requested permission to record a lecture, what are my obligations?
Disability Services can arrange the loan of a recorder for eligible students who are unable to effectively take their own notes. In all instances Disability Services informs the student that they must seek permission to record from academic staff directly.

At times, recording of lectures can be essential for a student to have adequate access to course information. In addition to loaning a recorder, Disability Services may recommend that academic staff make arrangements to record a lecture with AV in order to improve accessibility for students.

If you have concerns about material being recorded and it has been noted as a reasonable adjustment for a student registered with Disability Services please contact Disability Services.

What are some additional support requirements for students with a hearing or vision impairment?
Additional support requirements include:
- Lectures/tutorials held in rooms with hearing loops
- Use of a microphone/FM system
- Access to handouts and powerpoint presentations in advance, in an electronic format
- Alternate formats for examination papers
- Tutorial support
- Avoidance of excessive noise
- Speaking clearly and directly to students who rely on lip reading

Review further information on vision and hearing.

Are Disability Services involved in any university projects and committees?
Projects that Disability Services are currently involved in include:
- Disclosure consent for practicums
- Disability Consultative committee
- Student Assistive Technology operational group
- Setting Directions – a cross institutional initiative

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Please note the following information regarding exams does not apply to the Cumberland campus - arrangements are coordinated by the Examinations Branch.

I have received a request from Disability Services for exam adjustments for an in-department exam, what are my obligations?
As a lecturer/tutor, on receipt of a recommendation from Disability Services for adjustments for an in-department exam it is your responsibility to:

- Coordinate all arrangements as outlined by Disability Services – some schools/departments may have an administrative officer to facilitate this.
- Confirm arrangements with the student via email, in particular noting any room or time change to the scheduled exam
- Assistive technology – This can be arranged in coordination with Disability Services.

The letter always recommends separate supervision, what if I cannot provide this?
Where possible, separate supervision should be provided for the student, though it is understood that this is not always feasible. Separate supervision is essential when:

- A student is using a reader or scribe
- A student is using any form of assistive technology that could disrupt students in the main examination

In an instance where you have several students undertaking the same examination requiring extra time it is appropriate to seat them together.

How do I find a scribe, and what are my obligations?
Disability Services has a register of trained scribes that can be provided on request. It is the obligation of the faculty to arrange payment of the scribe. The current payment level is Earning Code EO3 for a scribe, and Earning Code EO2 for a reader. Further information on payment is available on the HR intranet.

Please contact Disability Services to obtain the contact details of available scribes for your faculty.

Can an exam be supervised through Disability Services?
No. Disability Services does not have the resources to supervise an exam, it is the responsibility of each Faculty/Department to manage their own supervision for in-department exams.

Will I be responsible for coordinating arrangements for students' end of semester exams?
With the exception of a small number of exams, Disability Services introduced a pilot program with the Examinations Office from Semester 2, 2007 whereby students' requirements for end of semester exams, including most in-department end of semester exams, are managed by the Examinations Office. All examiners are notified of the students' arrangements/ requirements via email by the exams office and the only requirement from the examiner is providing the exam paper to the Examinations Office. Examiners do have the option of making their own arrangements for the student if they do not wish for the exams office to facilitate the in-department exam.

Practical exams, oral exams, Faculty of Health Sciences and Conservatorium of Music exams are presently not coordinated by the Examinations Office.

If a student has more time in an examination how is this equitable for other students?
Extra time in an examination is an adjustment recommended by Disability Services after consideration of a student’s condition, and the impact the condition has on the student’s ability to undertake an examination, in conjunction with supporting medical documentation.

Where can I access and review the University policy relating to exam adjustments?
The policy relating to exam adjustments for students with disabilities is found under Section 6 of the Academic Board Resolutions: Assessment and Examination of Coursework (2008), and is accessible from here.

I have been asked to record my lectures through Lectopia and make them accessible to a student with a disability. I have concerns about Intellectual Property. Can I refuse on these grounds?
No. The University asserts ownership over all intellectual property created by a staff member in the course of their employment with the university. This pertains to teaching material, computer programs, and other material created at the request of the University. However, there are a few exceptions. Please refer to Division 2 of the full policy available through Policy Online.

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Inclusive Teaching Practices

There is specific information available for teaching staff about inclusive teaching practices.

The Creating Accessible Teaching and Support (CATS) project was funded by the Carrick Institute for Learning and Teaching to improve the quality of teaching and support for students with a disability.

WebCATS provides information for academics, administrators and support staff and has been structured around a series of good practice indicators with accompanying benchmarks. It includes reference to a range of useful resources and case exemplars to assist you to maintain and enhance the quality of teaching and support for students with a disability.

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What Assistance is Available to Me to Determine Reasonable Adjustments?

Disability Services staff can assist you to determine reasonable adjustments for a student without compromising the academic integrity of the unit of study. Contact Disability Services for further information about support and assistance available.

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What If I Have Concerns Regarding the Adjustments?

If you have concerns about the recommended adjustments you can contact the Acting Manager of Disability Services or the Director, Student Support Services to get more information.

Each faculty also has a Student Disability Liaison Officer (SDLO) who assists students within their faculty who are registered with Disability Services. The SDLO is also a good resource for staff.

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Explaining Examination Adjustments

You may receive an examination adjustment notice for a student, but feel confused as to what a specific adjustment is and how to provide it. Below are some commonly required exam adjustments that may need some further explanation. Note – this list in not inclusive of all adjustments available.

Assistive Technology (AT)
AT may incorporate both software and hardware that assists the student to manage their written materials, whether it be to produce written work, or to read written materials. In some instances, AT can also incorporate specialised furniture and equipment.

Computer
A student may not be able to write by hand due to fine/gross motor control issues, injuries, and learning disorders but may be able to use a computer. Any computer can be used for an exam (located in a colleague’s office, for instance) or a laptop. It is not recommended that the student be allowed to use their own laptop.

Dictionary/Thesaurus
Due to learning disorders and cognitive impairments, a student may need to utilise the resources of a dictionary or thesaurus, where it is determined that this access will not disadvantage other students undertaking the same exam.

Ergonomic Furniture
Often a student may need an ergonomic chair – this is just an adjustable office chair that can be found in many offices across the University. If specific furniture like a sloping desk or a lectern is required that you cannot locate, Disability Services would be happy to assist.

Extra Time
Extra exam time is always, unless otherwise indicated, applied only to the writing time of the exam and is calculated pro-rata. In special circumstances, a student may also have additional reading time, and this will be clearly indicated.

Rest Breaks
Sometimes a student may have ‘rest breaks allowed’ noted on their exam adjustments, however, this does not mean that the student can have additional time to rest on top of the additional time that they may be provided to write the exam. This is just an indication that the student may use some of their additional time to rest, or may even take some time to rest outside of the exam room.

If a student has a specific rest break allowance, it will be indicated overtly i.e. “an additional 20mins non-writing rest-break to be provided in the event of a seizure” or something similar.

Reader
A reader is just an additional duty for the supervisor – to act as the reader for the student. Often the student will only need the exam questions read to them. The reader should not interpret the exam questions or provide additional advice regarding answering or understanding the question. The reader may also be asked to read back what the student has written. When a reader is needed, the student will need to be seated separately to avoid interruption of other students.

Scribe/Amanuensis
A scribe should be located from the Scribe List that Disability Services keeps on file. Alternatively, a member of academic staff can choose to act as a scribe for a student if this is easier to manage.

Separate Supervision
Separate supervision means a separate room entirely for the student to ensure that they are not distracted by others (where noise, activity, or the presence of others may exacerbate their condition), do not cause distraction to others, or so that specific arrangements can be provided i.e. special room lighting or ventilation.

Toilet Breaks
Sometimes a student may need to frequent the toilet more than expected during an exam, and this is noted purely to reduce suspicion.

Untimed Toilet Breaks
Where a student has a medical condition that is exacerbated during stressful times like an exam, some students may spend a large amount of time in the toilet. This can cut into their exam time significantly, and in these instances the student will need to have that time given back to them at the end of the exam. The exam supervisor should casually monitor how much time the student is losing while outside of the room, keep a tally, and add this onto the end of the exam.

If you have an enquiry about any other type of adjustment, please don't hesitate to contact Disability Services.

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Teaching Strategies for Specific Disabilities

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Toolkit for Staff

AccessAbility Services, James Cook University (JCU), has developed an online resource for staff at JCU when working with students with disabilities. The 'Toolkit for Staff' is an engaging and interactive online portal of information that has been developed over a period of 12 months.

The Toolkit for Staff was developed following queries from JCU staff regarding support, impact on health, assessment, legislation and confidentiality issues when working with students studying with a disability. It became apparent that a gap in knowledge and understanding was contributing to the JCU staff concerns regarding supporting students studying with a disability.

The aim of the Toolkit for Staff is to dispel myths about disability and provide clear, easy to access information on specific health conditions and the impact on study, teaching and assessment, inclusive teaching practice and legislative guidelines.

AccessAbility Services JCU have offered this valuable resource for all Australian Universities to ustilise. The Toolkit for Staff can be accessed by following the link www.jcu.edu.au/accessability/ to the AccessAbility Services website and clicking on the icon 'Toolkit for Staff.'

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