Best practice examples

Project Open Doors

This project aims to effect change in the way people living with disabilities, their families, carers and support workers are represented in the media, and develop a body of media reporting about issues affecting the disability sector. The project provides a platform for people with a disability and the disability community and opportunities for students to engage with diverse groups and embed inclusive practice within their professional practice.

Project Open Doors is a Journalism and Media Reporting Work Integrated Learning Project which commenced July 2017 as part of an ongoing research project. The project is a partnership with Queensland Anti-Discrimination Commission and a range of disability and community organisations.

Features and benefits

Project Open Doors provides dedicated media coverage and support to the disability sector and change the way the disability community is reported in the media, and perceived by the community at large. The School has a commitment to develop and implement Work-integrated Learning (WIL) projects that not only provide significant learning opportunities but are of service to our communities.

Working in conjunction with our industry partners and special interest groups, the main goal of Project Open Doors is to provide responsible and informed media coverage that includes an active presence and voice for the disability community, that is guided and informed by the disability community.

See Project Open Doors website for more information.

Outcomes

The project was launched in 2017 and has already produced a series of digital stories and coverage of issues facing people with a disability, moving beyond the stereotypical media representations of disability. These stories worked toward highlighting many of the issues faced by, misconceptions and misunderstandings around, people living with disability and their family members.

Research activity and work-integrated learning activities are a continuing part of the project.

Contacts

projectopendoors@griffith.edu.au

Griffith Business School: Online inclusion in the business world was the 2016 Winner of Vice Chancellor’s Excellent Awards for Outstanding Innovation in Service for Online Accessibility Team of Vikki Ravaga, Office of the Pro Vice Chancellor (Business) and Cathy Easte (Disability Services).

The design and development of units in the Bachelor of Business for Open Universities Australia at Griffith University’s Business School have centred on giving all students equal learning opportunities. This approach to online learning embraces individual learning differences and Universal Design principles. While pockets of good practice in learning design feature across the University, the Bachelor of Business has embraced inclusion from the start. This innovative approach has ensured course material development across the entire degree program is entirely inclusive, relying less upon the Disabilities Service to make adjustments for students.

Features

This approach features:

• workshops on designing for accessibility as part of the induction process for convenors developing and teaching online units
• transcripts of all audio and video components within units
• accessible files to be uploaded in the online learning and teaching platform
• universal instructions for formatting learning materials and resources
• transcribers sitting in on live, virtual classroom sessions providing closed captions so Deaf/Hard of Hearing students could participate and interact fully in class
• adjusting the delivery of sessions in live, virtual classroom sessions and the unit web site to accommodate a blind student using assistive technologies

Benefits

These practices have developed strong awareness of accessibility with convenors teaching online units. Convenors now understand the underlying rationale for these accessibility practices and adapt to them appropriately for continuous improvement of units, apply them consistently across all course materials and have found them to be cost-effective. A YouTube video which captures a Convenor’s experience with using collaborate sessions (with captioning) highlights these innovations.

From a management perspective, the practices highlight:

• the benefits of designing for accessibility in online courses
• the opportunities for GBS and Griffith University more broadly to build on, and learn from, the experiences to date about making online learning inclusive
• the 'community of best practice' fostered by teaching staff
• the support of senior management within GBS.

Outcomes

Students have reported immediate and positive outcomes including the opportunity for unit convenors and students to engage in virtual learning more deeply and effectively regardless of their learning context. In 2014–2015, this has been reflected in the increased satisfaction from students in unit evaluation reports. In answer to the question, 'I was able to access all online elements such as graphic, audio, video',

The below image shows high levels of satisfaction (3.2 and above) from study period 2, 2014 (when the initiative began) to 2015 (each score is a rating out of 4).

Feedback from a deaf student

'… all learning materials are accessible, online classrooms are accessible and the whole environment encourages students to share their diverse needs. I have undertaken a number of courses with other universities and currently also undertaking a course with another Griffith School but never have I experienced such openness and inclusivity regarding my studies… I am impressed with Griffith, the whole environment makes me want to achieve more.'

Access Plus is an automated service for the conversion of documents to a range of formats to meet the needs of people with print disabilities. Griffith University has purchased the licensing agreement for this product to support students with print disabilities and support staff who produce course materials for students with disabilities at Griffith.

Access Plus is a self-service solution that automates the conversion of documents into a range of alternative formats including digital Braille, MP3, DAISY and e-books. The service can also be used to convert otherwise inaccessible documents such as image-only PDF files or scanned images into more accessible formats.

The product—originating in Denmark as SensusAccess—is licensed to academic institutions in Europe, the United Kingdom and the United States. Griffith University will be the first University in Australia to implement this product to assist students with disabilities.

Features

The Access Plus Document Conversion Centre is a self-service solution that automates the conversion of documents into a range of alternative formats including digital Braille, MP3, DAISY and e-books. The service can also be used to convert otherwise inaccessible documents such as image-only PDF files or scanned images into more accessible formats.

Access Plus sits within Learning@Griffith and students with disabilities who require this will be granted access through Student Disability and Accessibility. Staff can request access.

Options for conversion include:

• Audio services. Conversion into plain MP3 files and well as DAISY Talking Books, including Daisy books with spoken math. The audio conversion features currently include high-quality voices
• E-book services. Documents can be converted into EPUB, EPUB3, EPUB3 with media overlays and Mobi Pocket (Amazon Kindle) e-book formats. Furthermore, EPUB may be converted into Mobi Pocket and vice versa. To accommodate users with low vision, the base line of the body text in an e-book may be raised to allow for more appropriate text scaling in mainstream e-book readers.
• Accessibility services. Otherwise inaccessible documents such as image files in GIF, TIFF, JPG, BMP, PCX, DCX, J2K, JP2, JPX, DJV and image-only PDF, as well as all types of PDF files can be converted to more accessible formats including tagged PDF, DOC, DOCX, Word XML, XLS, XLSX, CVS, text, RTF and HTML. The service furthermore supports conversion of Microsoft Office documents into tagged pdf and Microsoft PowerPoint presentations into RTF files and web-projects.
• Braille. Transcription of documents to and from contracted and uncontracted Braille. The documents can furthermore be formatted and paginated, and delivered as ready-to-emboss files in a variety of digital Braille formats.

Accessing Access Plus

If you are a student with disabilities and require Access Plus, please email disability@griffith.edu.au.

For staff who support students with disabilities, such as staff who need to produce accessible course materials to support students with disabilities, please email accessibility@griffith.edu.au

Benefits and outcomes

More than 1800 students are already enrolled to use Access Plus. The program allows students to be more self-directed learners by allowing students to access learning materials from a range of sources and converting to formats that work best for their own learning. This software is available 24/7 so students and staff don’t have to wait to access support from Disabilities Service in order to access materials in alternative formats.

Staff can improve accessibility of learning materials through this program as well.

Contact

Student Disability and Accessibility

disability@griffith.edu.au

Campus Life undertakes refurbishment and new construction works through the University’s campuses. All new construction work complies with the latest Disability Discrimination Act requirements. Refurbishments activities also bring existing spaces to a code compliant standard.

A number of projects has been selected to demonstrate the work being undertaken in accommodating DDA in the University’s physical assets.

Selected completed projects include:

• Nathan campus: NT4 Accommodation Annex that includes self-contained two-bed accommodation designed to accommodate the needs of students with a disability
• Mt Gravatt campus: M06 Education refurbishment, which has seen improved accessibility of teaching spaces and amenities
• South Bank campus: S05 QCAD Lecture Theatre and Gallery refurbishment, which has seen the removal of barriers for people with disability
• Gold Coast campus: G45 Aquatic Centre, which has been built with people with disabilities in mind and is a major asset to students.

Features

Each of the areas being improved or refurbished has the needs of people with disabilities in mind.

Key considerations of refurbishment projects include principles of universal design and liveability or usability. In the case of accommodation this includes Livable Housing Australia design guidelines, statutory compliance, and Australian Standards.

In many cases projects exceed minimum standards. Some key accessibility features for campus amenities include:

• easy to navigate in and around
• capable of being adapted to respond to the changing needs users
• height adjustable
• automatic entry door
• emergency call systems (where relevant)
• wheelchair-accessible toilets and showers and where appropriate unisex wheelchair-accessible toilets
• Braille and tactile signage
• accessibility parking
• removal of staggered stairs or fixed seating
• swimming pool hoists for people with disabilities.

Benefits and outcomes

There are a range of benefits to creating campus spaces that are fully accessible to all students.

In the case of accommodation, there is greater independence for students with disabilities to live on campus and for people using the Aquatic Centre full access and enjoyment of these facilities.

Compliant and accessible campuses also benefit staff, students and visitors with disabilities by creating:

• fully accessible campuses and amenities without barriers
• a sense of inclusion in the Griffith community
• reduced trip hazards and improved safety
• benefits for other users such as people with prams and those transporting goods
• ease of mobility, navigation, access and connectivity across the campus
• aesthetically pleasing, flexible and enticing learning environments.

Contact

Tim Powell, Senior Architect

Mental Health First Aid is a two-day program developed by the Centre For Mental Health Research at the Australian National University. The program aims to educate and empower participants to provide appropriate support to clients, colleagues, and/or community members experiencing a mental health problem or in a mental health crisis situation.

Features

Mental Health First Aid benefits a range of staff within the Griffith Health academic group. In particular, the following roles have been a particular focus for the program roll-out:

• managers
• front office personnel
• teachers
• counsellors
• rehab coordinators
• human resources personnel
• security
• workplace health and safety staff.

Benefits

The program is very practical and develops skills in initial intervention, which are useful for anyone who comes in contact with people experiencing a mental health issue. The program is very effective in improving mental health literary, reducing stigma and increasing helping behaviour in the workplace, within families and communities.

Outcomes

Griffith Health has actively promoted the program across the group in addition to existing staff wellbeing program activities. In addition, Griffith Health has sponsored the Transdisciplinary Resilience Student Bundle and Teacher Toolkit through a learning and teaching grant submitted by Andrew Teodorczuk from the School of Medicine and Dentistry. This kit will equip students to better deal with mental health challenges and burnout associated with the high pressures of today's learning environment.

Discover more about the program:

Mental Health First Aid courses

Griffith Business School has repurposed existing teaching spaces in N50 Business 1 and G42 Griffith Business School to create digitally enabled or “flipped” classrooms on the Gold Coast and Nathan campuses.

The School was keen to ensure these spaces would provide learning experiences that are inclusive and accessible to all. As such, they were cognisant of the need to ensure design compliance with the relevant building codes and Australian Standards, particularly those related to disability access.

Features and benefits

Digitally enabled classrooms incorporate adjustable furniture to facilitate disability access to ensure all students can participate in interactive group discussions and engage fully with the classroom experience.

According to Vanderbilt University, Center for Teaching:

‘The flipped classroom described a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates.

Contact

Lisa Cotterell, Griffith Business School

Griffith's Student Disability and Accessibility team and Careers and Employment Service collaborate to support students with disabilities who are near to or graduated to find employment.

The aim is to help students find work that meets their career aspirations and provides a supportive and inclusive working environment.

Students with disabilities can experience greater challenges in securing employment compared with graduates without a disability. The 2015 Graduate Destinations Report showed graduates with a disability in full-time employment at 56.2% compared with those without a disability at 68.8%. These programs aim to enhance and build awareness that students with a disability or health condition may need additional assistance to overcome some barriers and prejudice to full employment.

Features

Student Disability and Accessibility has developed a number of local and national partnerships where students with disabilities can find employment with disability-friendly organisations. This support is in addition to the range of programs and initiatives that all students receive through Careers and Employment. Key collaborations include:

• The University Specialist Employment Partnership program which is a collaboration with the National Disability Coordination Office and Mylestones Employment to provide access to an on-campus employment service aimed to meet the specific needs of graduating or graduated students with disability An experienced University Specialist Recruitment Consultant is available on campus two days per week to explore with students their career interests.
• EPIC Assist is a not-for-profit organisation providing personalised service to assist people with a disability to achieve their goals. EPIC stays with you on your journey until their assistance is no longer needed, resulting in success for all—participants, employers and the community. EPIC also works closely with employers, taking the time to understand their business and its unique needs in order to match you with employment opportunities.
• The Australian Network on Disability is a national organisation that aims to make it easier for organisations to welcome people with disability in all aspects of business. The organisation gives support, training and facilitates knowledge and networking opportunities to create disability-confident recruiters. AND has a range of initiatives to provide opportunities for graduates including internships and mentoring.
• GradAccess is a centralised recruitment stream for people with disability into Australian Public Service graduate programs. GradAccess is a safe and supported entry point to a fulfilling career in the Australian Public Service. The GradAccess team will offer you friendly and professional support throughout the entire process.

Benefits and outcomes

These initiatives increase the range of graduate opportunities for students with a disability or health condition and link students to organisations with experience in working with people with disabilities.

The Engineering curriculum has been revised to incorporate experiential learning. As part of the implementation of the revised curriculum, the N44 Level 0 Engineering Laboratory has been refurbished.

The refurbishments also increased accessibility to students with disabilities, with the below features incorporated for seamless integration.

Features

• Accessible servery for all students.
• All tables provided in labs, studios and breakout rooms are height adjustable to allow access for students in wheelchairs or those unable to sit for prolonged periods into the class rather than setting up a separate station.
• All lab stools are adjustable down to 750mm for lab partner to work alongside.
• In the make/fabrication laboratory, one section of island benches have an adjustable powered bench.
• Laser cutters have a drop-down door for low access and a 3D printer is at a reachable distance.

Benefits

Students with disabilities have been able to actively participate in their programs and are fully integrated into the class. The students do not have special work benches, making it an inclusive work environment.

Outcomes

The activities contribute to achievement of the goals identified in the Disability Action Plan, in particular developing an inclusive culture that values the contribution of people with disabilities and enables them to actively participate in the life of university.

In 2023, the first sensory-friendly space in the Nathan Library opened following discussions with a group of staff and students with related expertise and/or lived experience.

The group provided the following guidance for space design and refurbishments:

• The primary purpose of the space is for desensitisation.
• Consider naming of space and how it's communicated.
• Area needs to have windows to outside environment.
• Space needs correct lighting, using Green Building Council Australia Greenstar lighting guidelines.
• Correct fittings are needed, with task lights for study spaces.
• Careful design is required so fixtures, fittings and furniture can be arranged for optimum desensitisation.
• Clearly define the use of spaces, such as quiet spaces and social spaces.
• Space needs to be well ventilated; consider Green Building Council Australia Greenstar lighting ventilation guidelines.
• Space needs to be safe; consider Crime Prevention Through Environmental Design guidelines, including informal surveillance.
• Space needs to be comfortable and large enough without being closed off or maximised for seating numbers.
• Surfaces and furniture need to be muted and natural to aid desensitisation.