Accessibility and Learning Support

Our Student Support Services Team ensures our students are provided with equal opportunities and access to education and training.

Our staff work in collaboration with the student and academic areas to bridge the gap between the education environment and the student with disability. We can identify barriers in learning, infrastructure access and study environment and advocate for the student in the TAFE environment to increase their opportunities for education growth and employment.

Student Support Coordinators and Access and Equity Support Officers work across Central Regional TAFE campuses to coordinate and implement support for students with disability, mental health issue or medical condition whether temporary or permanent.

The service is free, confidential and voluntary.

Accessibility and Learning Support services include:

• Alternate methods of assessment and examination
• Audio and large print resources
• Interpreting and note-taking
• Organising adaptive technology
• Individual problem solving
• Adaptive technology
• Furniture adjustments
• Assistance with access to buildings and classrooms.
• The Student Support Services team can also provide general information and referrals to services like People Sense and headspace, or the Jobs and Skills Centre.

If you have a diagnosed mental health condition, you can get support through our Student Support Services team, and can also access free counselling services. If you don’t have a diagnosis, you’re still welcome to access our counselling services, just speak with your lecturer or the Student Support Services staff.

Please note School students should discuss their learning needs and requirements with their school.

The term disability is an umbrella term that includes physical, psychological, sensory, intellectual disabilities and medical conditions.

Disability could affect or limit your movement or senses, your ability to communicate, or your learning abilities. Disability may be visible or invisible, and could be temporary or permanent. Some people are born with disability, and others may acquire it later in life due to a medical condition or accident. Some people have more than one disability.

The Australian Government’s Disability Discrimination Act 1992 defines disability as:

• Total or partial loss of the person’s bodily or mental functions
• Total or partial loss of a part of the body
• The presence in the body of organisms causing disease or illness
• The presence in the body of organisms capable of causing disease or illness
• The malfunction, malformation or disfigurement of a part of the person’s body
• A disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction
• A disorder, illness or disease that affects a person’s thought processes, perception of reality, emotions or judgment or that results in disturbed behaviour.

It also includes disability that:

• Presently exists
• Previously existed but no longer exists
• May exist in the future
• Is imputed to a person.

Common disabilities and medical conditions we see at TAFE are:

• Autism spectrum disorder
• Mental health conditions such as depression, anxiety, and bipolar disorder
• Learning disabilities such as dyslexia
• Medical conditions such as epilepsy
• Physical disabilities such as people who use wheelchairs or other mobility devices
• Vision impairments
• Deaf or hard of hearing.

Disclosure is a very personal choice; there is no formal requirement for you to disclose your disability.

However, your course may require you to obtain medical clearance from your doctor when you attend fieldwork or practical placements in the workplace. Depending on your disability and the occupational health and safety requirements of the workplace you may be required to disclose your disability.

If you are concerned or unsure about disclosing then we encourage you to seek advice from the Student Support Services team. The benefit of disclosing your disability to staff is that we can then assist you and provide support.

Contact the Student Support Services team to make an appointment to discuss your needs and requirements.

Accessibility and Learning Support Enquiry

Appropriate medical documentation, detailing your diagnosis and the impact of your disability, mental health and/or medical condition may be necessary in order to provide reasonable adjustments on the grounds of your disability.

Please note School students should discuss their learning needs and requirements with their school.

If you have registered with Accessibility & Learning Support (ALS) at Central Regional TAFE in the past, you still need to contact our team so that your Learning Support Plan (LSP) can be renewed and sent to your new lecturers.

We do this to make sure you have a chance to review your previous LSP and make sure it is still working for you and your needs.

It is also important to review this to make sure it is still relevant should you change courses. To renew your previous LSP, please email Student.Services@crtafe.wa.edu.au so we can review your previous LSP as soon as possible. This will allow us to support you with your studies every new semester.

Learning Support Plans (LSPs) are developed with you by the Student Support Services team.

With your permission, your LSP will inform your lecturers about your support needs and the reasonable adjustments required to enable you to access and participate in your studies.

The information in your LSP will not be disclosed to your lecturers without your consent. It is very important that you approve your LSP and who you would like it shared with. If you do not approve your LSP, we may not be able to implement your reasonable adjustments and supports.

If you feel that your LSP is not meeting your needs, you need to let your lecturer and/or the Student Support Services team know. As TAFE is an adult education environment, you are responsible for your own learning and welfare and must inform staff if you are not getting the support that you need or if your LSP is not working for you.

Whilst it is not always required, we do recommend it. 

Student Support Services staff are not qualified health professionals, so unless the impact of your disability is obvious, we need you to provide documentation from an authorised health professional which outlines your diagnosis, the impact of your disability and the functional limitations relating to your TAFE studies.

Documentation must be written on letterhead and signed/dated by a qualified health professional not related to the student.

Your documentation may include:

• A clear statement of the condition, including a diagnosis against specific criteria if applicable e.g.:
  • ADD/ADHD – diagnosis based on the criteria in the DSM-IV/V (APA)
  • Autism Spectrum Disorder – diagnosis based on the criteria in the DSM-IV/V (APA)
  • Mental Health Conditions – diagnosis based on the criteria in the DSM-IV/V (APA)
  • Specific Learning Disorders – A diagnostic clinical assessment report with testing results from a relevant professional that includes information on the functional impacts of the specific learning disorder on academic achievement and recommendations
  • Description of the severity of the condition as outlined above (e.g. temporary, fluctuating, permanent)
• Description of current symptoms
• Description of current treatment (if applicable)
• Current impacts of the condition on academic performance
• Recommended strategies for reasonable adjustments and strategies to support academic performance
• Recommended assistive technology specific to the condition.

ADD/ADHD   

• Registered Psychologist
• Psychiatrist

Autism    

• Paediatrician
• Registered Psychologist
• Psychiatrist

Chronic illness    

• Medical Specialist

Hearing impairment    

• Audiologist

Learning disability

e.g. Dyslexia, Dyspraxia, Dyscalculia, Dysgraphia

• Registered Educational or Neuro Psychologist with training and experience in testing for a learning disability

Medical condition

e.g. Chronic Fatigue, Diabetes, Digestive Disorders, Fibromyalgia, HIV/AIDS

• Relevant Medical Specialist
• General Physician with evidence of a clinical history with the student

Mental health condition

e.g. Anxiety, Bipolar Disorder, Depression, Eating Disorder, Gender Dysphoria, Post-Traumatic Stress, Schizophrenia

• Registered Psychologist
• Psychiatrist
• General Physician with evidence of a clinical history with the student

Neurological conditions

e.g. Acquired Brain Injury, Cerebral Palsy, Epilepsy, Multiple Sclerosis, Spina Bifida

• Neurologist
• Neuro Psychologist
• Psychologist
• Psychiatrist
• General Physician

Physical disabilities

e.g. Amputation, Arthritis, Cancer, Cystic Fibrosis, Quadriplegia, Paraplegia, Spinal Cord Injury

• Medical Specialist
• General Physician
• Physiotherapist
• Occupational Therapist

Temporary condition or injury

e.g. Broken bone/s, Musculoskeletal injury affecting fine and/or gross motor function, Surgery

• General Practitioner
• Specialist
• Relevant Health Professional

Vision impairment

• Optometrist
• Ophthalmologist
• Specialist Vision Testing Service

Support depends on how your disability impacts on your ability to access and participate at TAFE.

TAFE will make reasonable adjustments to ensure that you are able to participate in courses and use the facilities and services at TAFE on the same basis as students without disability.

Reasonable adjustments could include things like:

• Ensuring a classroom is accessible to students with physical disabilities
• Providing an Auslan interpreter to deaf or hard of hearing students
• Negotiating a reduced study load for students with mental health conditions
• Negotiating oral assessments for students with learning disabilities.
• Reasonable adjustment will be recommended by the Student Support Coordinators and/or Access and Equity Support Officers in consultation with the student and the relevant academic area (where necessary), and communicated to the academic area through the student’s Learning Support Plan.

What a reasonable adjustment is will depend on the effects of the disability, the requirements of the particular course or job and the resources available to the student, staff member and the college.

Reasonable adjustments cannot change course standards or override the Student Code of Conduct.

Reasonable Adjustments are strategies or actions that enable a student with disability to participate in their classes, assessments, practical activities, and campus life, in a way that allows them to have equal opportunity to that of their peers in a reasonable way.

Exploring and determining reasonable adjustments should be done in consultation with the Student Support Services team and take into account all relevant circumstances and interests. This includes consideration of the effect of the proposed adjustment on all students and staff.

Reasonable adjustments could include things like:

• Ensuring a classroom is accessible to students with physical disabilities
• Providing a sign language interpreter to deaf or hard of hearing students
• Negotiating a reduced study load for students with mental health conditions
• Negotiating oral assessments for students with learning disabilities.

Reasonable adjustment will be recommended by the Student Support Services Coordinator or Access and Equity Support Officer in consultation with the student and the relevant academic area (where necessary), and communicated to the academic area through the student’s Learning Support Plan.

What a reasonable adjustment is will depend on the effects of the disability, the requirements of the particular course or job and the resources available to the student, staff member and the college. Reasonable adjustments cannot change course standards or override the student code of conduct. An adjustment is not considered reasonable if it would:

1. Compromise the integrity of the learning environment, course, or assessment requirements and processes
2. Remove or bypass any Inherent Requirements

Inherent requirements refer to the capabilities, knowledge and skills that are essential to achieve the core learning outcomes of a course or to meet curriculum requirements.

An adjustment is not considered reasonable if it would:

1. Compromise the integrity of the course or assessment requirements and processes
2. Remove or bypass any inherent requirements

Not necessarily.

TAFE is a vocationally orientated adult learning environment. Our courses prepare students for employment in their career of choice and focus on developing skills to the standards required in the workplace.

The integrity of course standards must be maintained, and students will need to demonstrate their understanding and competence of the course material. Some classes may have additional classroom support to assist students with their literacy, numeracy and work-readiness skills.

People with disability engaging in an apprenticeship may be eligible for support under DAAWS: Disabled Australian Apprentice Wage Support.

DAAWS consists of the following:

• Wage Support
• Tutorial Assistance
• Mentor Assistance
• Interpreter Assistance

Who can apply?

Anyone who has been assessed as having disability or acquiring disability whilst in an Australian Apprenticeship.

How to apply?

Contact your apprenticeship network provider for more information and how to apply.

As a person with disability, you may be entitled to be accompanied by an assistance animal in public buildings where animals would normally be excluded.

To exclude a person because he or she is accompanied by an assistance animal is unlawful under the national Disability Discrimination Act 1992, unless unjustifiable hardship can be shown.

Students can meet with our Jobs and Skills Centres team to discuss their individual needs and career goals. 

A Disability Access and Inclusion Plan has been developed that outlines the ways in which Central Regional TAFE will ensure people with disabilities have equal access to its facilities and services.

We invite comments from staff, students and members of the community to amend our Disability Access and Inclusion Plan. We welcome feedback on how we can make education and support services accessible to all students.

Please contact the Student Support Services team to provide feedback or head to our feedback and complaints page.

Read A Western Australia for everyone(opens in a new tab) , the State Disability Strategy.

If you're a person with disability entering Vocational Education and Training at Central Regional TAFE, the NDIS pre-planning toolkit(opens in a new tab) is designed to be used before you start so you're getting the right support at the right time from the right people.