Access and Equity1
- Staff are required to treat all students equitably on the basis of this access and equity policy.
- "Access" refers to admission to a course. ACAS courses are open to qualified applicants regardless of gender, social position, age, physical disability, or racial, ethnic, cultural or linguistic background.
- Applicants will not be refused admission on the basis of a disability. If the prospective applicant has a disability that would affect participation, he/she is advised to take one or more of the following steps:
- seek advice from ACAS on the risks and limitations.
- enquire about reasonable adjustments (see below).
- enquire about other courses that meet the applicant's goals and in which they will have a greater chance of successful completion
- enquire about useful units in the course.
- enquire about other courses that utilize the applicant’s strengths.
In negotiating an assessment procedure:
- "Equity" is defined in this usage as fair treatment during study and assessment.
- Equity relates to fairness regarding gender, social position, age, physical disability, or racial, ethnic, cultural or linguistic background.
- Individual students are entitled to reasonable adjustments or allowances that are necessary for a fair chance of successful completion of studies. Equitable treatment does not mean that all students must be treated the same.
- The adjustment may not incur unfair financial cost to the program, nor compromise program requirements.
- Students will not be given an adjustment if it appears to make no significant difference to the assessment outcome, i.e.:
- an adjustment provides little benefit for the student, or
- lack of an adjustment provides little detriment for the student.
- If the student cannot perform the program outcomes within allowable adjustments, the result "not yet competent" will be given.
- Staff have a right to suggest and approve assessment procedures.
- Students have a right to reject an assessment procedure if they can show unfairness.
- Students have a right to suggest reasonable alternative assessment strategies.
- If a student cannot show unfairness in an assessment procedure but will not accept it then he/she will not be assessed.
1 Based on building diversity in vocational education and employment Department of Training and Employment, Perth 1999.