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Inclusive Practice Policy and Procedure

Inclusive Practice Policy and Procedure

OVERVIEW

Table of Contents

Table of Contents

Status

cURRENT

Classification*

PUBLIC

Department

ALL

Review

Dec 1, 2022

Notes

 

*See Information classification policy

PUBLIC-FACING

Inclusive Learning

 

Inclusive learning is about a fair go for everyone. Everyone has a right to learn, everyone can learn, but many people do not have fair access to learning opportunities.

At Strategix, we:

  • Understand differences in the learner cohort

  • Access skills and expertise in addressing differences

  • Listen to the learner

  • Help learners choose an appropriate learning pathway

  • Develop the core skills of learners.

We are committed to:

  • Fair allocation of resources to all potential students

  • Providing all students with equal opportunity to training

  • Encouraging clients to extend training opportunities to under-represented groups

  • Considering access and equity issues when designing curriculum

  • Acknowledging and using the diversity of students during the facilitation of training sessions, e.g. encourage creativity, new ideas, use students’ different talents and abilities.

POLICY

Inclusive Practice Policy

 

Inclusive practice is a fundamental business element that ensures Strategix is providing a fair and equal opportunity to all students who wish to enrol in a course of study. Each person within Strategix has a responsibility to ensure that each student is given an opportunity to enrol into and attempt/complete a Certified Qualification.

Trainers and assessors must always consider the four principles of Inclusive Learning during the day to-day delivery of a course:

  1. Everyone learns differently

  2. Being inclusive is everyone’s responsibility

  3. Learners bring existing knowledge and skills

  4. Six core skills underpin all learning.

All staff of Strategix must understand and apply the 5 core skills that underpin learning and the actions required, as follows:

  1. Understand differences in the learner cohort:

    • Provide pre-enrolment appraisals and guidance to learners.

    • Provide teachers with information on learner diversity.

  2. Access skills and expertise in addressing difference

    • Prioritise professional development on inclusive learning.

    • Create a culture of collaboration with internal and external experts.

  3. Listen to the learner

    • Identify and promote teaching and learning strategies to engage individuals and enrich the learning of others.

    • Develop models for ensuring learning decisions are based on learner input.

  4. Help learners choose an appropriate learning pathway.

    • When planning training offerings, consider pathways that will allow a diverse range of learners to access the training.

    • Provide information and guidance on course requirements and outcomes prior to enrolment.

  5. Develop the core skills of learners.

    • Provide professional development in integrating core skills into vocational content.

    • Provide LLN support across all AQF levels in recognition of the need to continually update and build core skills for new contexts.

PROCEDURE

Inclusive Practice Implementation

Enrolment Officers

During the enrolment process team members will ensure that students have:

  • Enrolled in a course at the appropriate level

  • Enrolled in a course that matches their vocational aspirations

  • Been provided with the right mix of support is available to help them succeed.

All students must complete an LLN indicator and have their students' learner support needs assessed. Depending on the outcome of the learner support assessment, recommendations are given to the learner, these may include:

  • The student is referred to an LLN provider

  • The student receives reasonable adjustments to the assessment process

  • The student may not require any further assistance or referral

Enrolment Officers must always ensure the students have received all information pertaining to the chosen course of study including the responsibilities of all parties involved in the training and assessment procedure.

When enrolling students in FSK Foundation Skills Training Package qualifications, the SAS must ensure their selection of elective units maximises foundation skills/LLN training.

Trainers and Assessors

Ensure any foundation skills training delivered to a student is preceded by effective LLN assessment. An informed judgement must be made about the student’s current capabilities by analysing the student’s knowledge and skills against recognised foundation skills benchmarks and against the skills required for entry into and completion of the qualification.

At the commencement of a course, all students must complete an LLN indicator and have their students' learner support needs assessed a second time.

Dependent on the outcome of the learner support assessment, recommendations are given to the learner, these may include:

  • The student is referred to an LLN provider

  • The student receives reasonable adjustments to the assessment process

  • The student may not require any further assistance or referral.

Students should be monitored during the course and identify if any individual assistance may be required during the remaining training and assessment process. Trainers need to understand the adult learning principles and employ techniques to suit individual learner requirements.

A training and support plan must be developed that outlines how the foundation skills training will be delivered and the foundation skills outcomes to be achieved through to completion of the vocational qualification. The plan and learning pathway must have the support of the student.

Management

Management is responsible for providing students and team members with:

  • Opportunities for training and assessment

  • Access to learner assistance and resources

  • Inclusive practice professional development

  • Information on learner diversity

  • Feedback opportunities in regards to training and assessment practices

  • Opportunities for collaboration.

Resources

Team members are able to access additional information from:

 

PROCEDURE TWO

Inclusive Practice Professional Development

 

  • Have staff complete the online training and assessment, on the Strategix Safety Training on Cloud Assess annually

  • Review staff members’ assessment and ensure full competency/understanding (Provide support to staff in this training if needed, so they are able to successfully complete the training)

  • Record successfully completed training for each staff member

  • Follow up with staff members to confirm completed.

STANDARDS AND REGULATORY REQUIREMENTS

Authority

DTET

See Funding

Regulatory Documents

Skills Assure Supplier Policy for Queensland VET Investment Programs

Performance standard 4 — Support the learning needs of students

A. Implement effective inclusive practice strategies for students consistent with the Queensland VET Inclusive Learning Framework — Inclusive Learning: A way forward. The framework identifies five actions for RTOs and four principles for VET educators to embed inclusive practice in their processes, systems and day-to-day activity.

The SAS must be able to show at audit that inclusive practice is a core business element. They must demonstrate implementation of inclusive practices to support student participation and learning outcomes. The department provides free inclusive practice resources to inform and support professional learning.

SAS can also access adaptive technologies and support services for learners with a disability through the department’s Skills Disability Support service.

List the Contract, audit evidence requirements, standards etc. and the applicable section or clause from each document

Approved By

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