BondAbility

A Learning Access Plan (LAP) is a personalised document that lists reasonable adjustments made for a student at Bond University. 

Reasonable adjustments are measures or actions that has the effect of assisting a student with a disability or medical condition to participate in the course or program and use the facilities and services on the same basis as a student without a disability. 

LAP's will be communicated with the student and the faculty. Students are responsible for contacting their educators with their LAP's. 

Bond University is committed to providing personalised support to each student based on their individual requirements.

We will always endeavour to accommodate a student’s reasonable adjustments, but the University acknowledges it does have limited resources and facilities. We encourage students to meet with Accessibility and Inclusion as early as possible to plan for and facilitate reasonable adjustments. As reasonable adjustments are based on an individual's function, support needs and Inherent Requirements, it is not possible to provide exhaustive list for reasonable adjustments. For information, some commonly used Reasonable Adjustments have been collated. 

Reasonable Adjustments 

The Disability Discrimination Act 1992 (Cth) (DDA) provides legal protection for everyone in Australia against discrimination based on disability. The DDA, through the Disability Standards for Education 2005, requires institutions to make reasonable adjustments to enable the student with a disability or health condition to participate in education on the same basis as a student without a disability or health condition. Reasonable adjustments are modifications made to the learning environment, teaching delivery, or assessment method used to help students with a disability or chronic health condition to access and participate in education on the same basis as those without a disability or medical condition. Reasonable adjustments facilitate students meeting the inherent requirements of their course of study. In assessing whether an adjustment is reasonable, the University is entitled, in accordance with the Disability Standards in Education, to maintain the Inherent requirements of a course. If an inherent requirement cannot be met, the University will provide guidance to the applicant or student. 

An adjustment is defined as reasonable if it balances the interests of all parties affected, including not causing unjustifiable hardship to the educational institution.

For a Learning Access Plan to be created supporting documentation must: 

• include information on your condition or a diagnosis
• describe how your study may be affected by your condition/situation
• detail whether your condition is permanent, ongoing or temporary (and if temporary, the likely time frame for your recovery)
• be recorded in a Health Practitioner's Report, in a letter, or outlined in a report
• include a health provider number and/or stamp, dated and signed by the practitioner
• be in English (or be translated by an accredited translator) 

Medical documentation template 

Supporting documentation must be completed by a registered health professional in the field relating to the disability or health condition. Examples of healthcare professionals may:

• General practitioner
• Physician
• Psychiatrist
• Psychologist
• Surgeon
• Occupational therapist
• Speech pathologist
• Eye specialist
• Audiologist 

It is recommended that incoming students with a medical condition or disability register with Accessibility and Inclusion before commencement. LAP's outlining approved reasonable adjustments can be made up to the end of week 4. After week 4, students must be aware that reasonable adjustments for that semester will be provided if possible. Where the provision of reasonable adjustments cannot be accommodated within that semester, the approved reasonable adjustments will be accommodated in the subsequent semester. 

Students will receive a copy of their learning access plan no later than week 2 of each semester. Students are responsible for emailing a copy of their learning access plan to their educators. If you have any concerns, please contact the Accessibility and Inclusion Advisor. 

Subject educators typically arrange mid-semester exams within the faculty. To query the application of reasonable adjustments, please refer questions to your educator in the first instance, followed by the faculty Student Affairs and Service Quality team (relevant to the subject). 

The central Timetabling and Exams team typically arrange end-of-semester exams. End-of-semester exams arranged by the central team fall between weeks 13 and 15.

Students who have reasonable adjustments to examinations, and are scheduled to sit an end-of-semester exam will receive an email from the Timetabling and Exams team with their exam arrangements. 

To contact the Timetable and Exams team with queries about arrangements, please email [email protected].

Students with permanent conditions that do not fluctuate are likely to be issued with ongoing learning access plans. If you are unsure whether your learning access plan is for the lifespan of your degree, please refer back to Accessibility and Inclusion. 

Please contact the Accessibility and Inclusion Adviser for additional support, to review or change your reasonable adjustments. 

Students can approach the faculty Student Affairs and Service Quality (SASQ) for support around the provision of approved reasonable adjustments and supporting in the resolution of student issues. 

Students are encouraged to speak to Accessibility and Inclusion if their condition changes, and they require additional support or reasonable adjustments. Students can email Accessibility and Inclusion or submit a review request using BondAbility. 

The University will endeavour to make its facilities accessible to all students. All buildings are designed and constructed in accordance with the appropriate Australian standards.

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Bond University has plans and processes in place to ensure the safe evacuation of all staff, students and visitors to the campus.

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Students with a disability or temporary medical condition can apply for a Personal Emergency Evacuation Plan (PEEP). A PEEP will ensure students are prepared to self-evacuate or reach safety in the event of an emergency. 

For more information, please contact the Accessibility and Inclusion Advisor. 

CONTACT 

The University has two Parent's Rooms on campus:

- Level 1, Building 9 - Room Facilities: feeding chair, microwave, sink, hot water and change table
- Level 4, Building 5 - Room Facilities: feeding chair (change table and kitchen facilities located adjacent to room)

The rooms are available for breastfeeding mothers and other parents/carers who may have children on campus.

Students who receive adjustments to study, noted in a Learning Access Plan have access to the Library Assistive Technology Room (ATR). Bookings can be made via the Bond Library site through Libcal. 

Bond University students have access to a suite of Accessibility resources. 

Accessibility resources

The Australian Disability Discrimination Act (DDA) makes it unlawful for a tertiary education institution to discriminate against a person with a disability on the grounds of disability. The DDA specifically includes learning disability in its definition of disability. 

The Australian Human Rights Commission can investigate complaints of discrimination, harassment and bullying based on a person's disability. This includes temporary and permanent disabilities; physical, intellectual, sensory, psychiatric disabilities, diseases or illnesses; medical conditions; work related injuries; past, present and future disabilities; and association with a person with a disability.

The Disability Standards for Education 2005 clarify the obligations of education and training providers and seek to ensure that students with disability can access and participate in education on the same basis as students without disability. The Standards were developed under the Disability Discrimination Act 1992 and came into effect in August 2005. 

Bond University Accessibility and Inclusion Policy 

The purpose of this Policy is to ensure all current and prospective students, carers of students, and staff with disability have inclusive access to Bond University’s buildings and facilities, services, information, events and academic programs in accordance with the obligations Bond University has under the Disability Discrimination Act 1992 and Disability Services Act 2006.

Feedback is valued as it gives Bond University insight into the student experience and allows Bond to pursue continuous improvement. 

Feedback can be:

Complements: Has someone gone above and beyond?

Complaints: Has a service not met your expectations?

New ideas or suggestions: Do you have an idea of how to make things better? 

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