Challenger TAFE | Annual Report 2006 - Parliament of Western ...

78 Challenger TAFE | Annual Report 2006
12.5 Evaluations
In accordance with the Circular to Ministers No. 37/94, summaries of evaluations undertaken by Challenger TAFE are published
in this Annual Report. Evaluations of organisational performance are reported in Chapter 8 under the Key Performance
Indicators, common to all TAFEWA colleges. The College’s internal performance indicators are set out in the same chapter.
(Refer to Chapter 8).
Priorities set by the Minister for Training are set out in Chapter 5, Managing Director’s Report. (Refer to Chapter 5.)
12.6 Disability Services Plan Outcomes (Disability Services Act S29)
Challenger TAFE services meet with specifi c client needs set out in the Australian Quality Training Framework, on which the
college is audited annually. Service provision conforms with the requirements set out in:
• Commonwealth Disability Discrimination Act 1992
• Disability Standards for Education 2005 and
• Disability Services Act (1993) Amended 1999 and 2004
These requirements ensure the College addresses the needs of people with medical conditions or disabilities, seeking further
education and training.
People with disabilities have the same opportunities as other people to access the services of and events organised by, a
public authority.
The college has continued to review, modify and adapt existing services, equipment and facilities in order to appropriately
respond to and improve access to facilities and services for people with disabilities. The college has purchased assorted forms
of assistive technology during 2006 including hardware (ScannaR) and speech and word recognition programs software; and
furniture and resource materials designed to assist students with disability. The College streamlined its referral process for
students with a disability and commenced an awareness training program for academic and other staff who deal with students
with a disability.
People with disabilities have the same opportunities as other people to access the buildings and other facilities of a public authority.
Challenger TAFE continues to review its capital and minor works programs priorities to address access and egress for people
with disabilities. These priorities are identifi ed through consultation and by conducting access audits. The priority needs
identifi ed are incorporated into submissions for on-going capital works improvement program. As a result of small audits on
several campuses, a number of minor works projects will commence in early 2007. In addition, in early 2007, a whole of college
audit on buildings and facilities will be undertaken. The College will maintain an on-going communication with customers about
the physical access to buildings and facilities. In addition, the College practices continuous review and assessment of teaching
and learning strategies to cater for individual learning needs and styles.
People with disabilities receive information from a public authority in a format that will enable them to access the information, as readily
as other people are able to access it.
The College presents information in clear, concise language and this can be made available in alternative formats, upon request.
The College continues to educate and inform staff and raise public awareness of the type and availability of alternative formats,
fl exible delivery modes and alternative assessment arrangements offered at the college for students with disabilities. Alternative
formats include, but are not limited to: large print, audio cassette, digital recorders, and Braille and IBM compatible disks/CD.