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Program 2 – VET Educators Supporting Students with Disability

Building further understanding and confidence in supporting students with disability throughout their engagement and successful completion of their studies in vocational education and training (VET) is key to supporting inclusion. How you develop, deliver and assess courses can have a big impact on students’ experiences and educational outcomes. Promoting accessibility, reducing barriers to learning and responding to the needs of individuals with disability can greatly influence student success.


Download transcript [DOCX 13KB]

Jane Goodfellow, Lecturer, North Metropolitan TAFE, Perth talks about how important it is to meet the needs of students with disability in the Vocational Education and Training sector and how the Supporting Students in VET resource will add value.

Overview of Program

Welcome to the second in a series of two e-learning training programs developed by the National Disability Coordinator Officer Program and the Australian Disability Clearinghouse on Education and Training.

This program is designed for VET Educators and focuses on promoting a range of practices that support the development and implementation of inclusive delivery and assessment strategies that are responsive to the needs and requirements of students with disability.

The training consists of three modules which must be completed in successive order. Each module ends with a short quiz to allow participants to demonstrate their understanding. You can work at your own pace—you do not need to complete the training in one sitting. Program 2 should take an average of 90 minutes to complete.

Learning Outcomes

Upon completion of this program you will have:

  • developed a greater understanding of inherent requirements as they apply to training packages and units of competency
  • an increased ability to determine appropriate reasonable adjustments, be able to account for these decisions and document these effectively
  • an understanding of Universal Design for Learning (UDL) principles and practices
  • developed an understanding of how UDL practices and approaches support students with disability
  • considered ways in which you can actively integrate UDL into course development and delivery and assessment practices
  • an understanding of the legislative framework which supports the rights of students with disability in training and education
  • considered ways in which you can actively promote inclusion in education and training through your educational practice.

Language and Terminology

There is a range of language and terminology used in each state/territory. The following terms have been used consistently throughout this program of training and are interchangeable with the range used.

  • Students with disability (also includes health and medical conditions)
  • Learning Access Plan (also includes Individual Learning Plan, Disability Access Plan, Learning Support Plan)
  • VET educators (also includes teachers, lecturers, trainers and assessors)
  • RTOs (also includes TAFE and private/independent training providers)

There is a glossary of terms [DOCX 59KB] that you can access and refer to at any time during the training. You can also download or print this document for future reference.

External Links

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Acknowledgements

The development of this training was funded by Skills TAS – Training and Work Pathways Program 2019 and the Commonwealth Department of Education, Skills and Employment – Training Product Development Program. This project would not have been possible without the support and efforts of numerous VET practitioners and professionals. We would personally like to thank all those who willingly and graciously participated and contributed [DOCX 53KB].