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The second consideration was to map the areas covered by the Standards against those outlined in the concept of Student Lifecycle Management, which is being adopted by the University as a way to direct the University’s engagement with students towards a common goal. The model of Student Lifecycle Management that the University is using is based on activities associated with key phases and points of transition for all students: future students, current students and alumni, including pre-entry and preparation activities, application, admission and enrolment and orientation to first year as well as activities associated with program and course delivery, graduation and the transition to employment and beyond.

The value of using this concept in relation to the Plan is that it accounts for the scope of activities in which every strategic and operational unit of the University engages. This will allow for the reporting on progress on the implementation of the Plan to be included in annual reporting undertaken by all faculties and elements rather than creating an additional reporting requirement, parallel yet separate to mainstream reporting activities.

The particular strategies outlined in this updated Plan address many of issues that were identified during the review of the implementation of the University’s first Plan, which was current from 2000 – 2004, in addition to issues raised directly with staff of the Disabilities Services by students and staff. Some of the issues identified relate to:

  • the provision of outreach and transition programs;

  • access to electronic documents, either those accessed via the Griffith website or Learning@griffith or by other channels such as digitised learning resources;

  • access to common use and school computer laboratories by students who need to use assistive technology (hardware and software);

  • access to audio visual resources particularly for students who are deaf or hearing impaired, especially when older videos etc are used for instruction;

  • the introduction of other technological innovations into the learning environment such as audio streaming;

  • awareness raising activities/strategies and customised professional development activities including materials on reasonable adjustments in assessment;

  • the processes used for identifying and applying reasonable adjustments for students with disabilities enrolled in programs requiring participation in practicuums and professional placements or work integrated learning;

  • guidance to staff to improve their understanding and articulation of the essential elements/requirements of their programs and courses;

  • support for postgraduate students so that the academic integrity of research in the University is maintained;

  • the need to be responsive to the particular needs of students with mental illnesses;

  • developing ways to identify and respond to campus-specific issues;

  • strategies or procedures to encourage international students to identify their support requirements early;

Griffith University Disability Action Plan: Final


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