eLearning Support

Please contact: Afifi Said

Monday - Friday between 9.00am - 5.00pm

Ph: 02 9700 9333 ext: 119

Email: info@astc.edu.au

 

Learner Support

Please contact: Marilyn Ferris

Monday - Wednesday between 8.30am - 4.30pm

Ph: 02 9700 9333 ext: 117

Email: support@astc.edu.au

How to make an appointment

To contact the Student Support Officer, Institute Disability Officer, or Aboriginal and Torres Strait Islander Service Support Officer please contact the ASTC Administration by telephone (02 9700 9333) or email via info@astc.edu.au

Aboriginal and Torres Strait Islander Learner support

This service provides support and advice to Indigenous and South Sea Islander participants. The aim is to increase the successful participation of these students in the ASTC programs. Please contact our designated Aboriginal and Torres Strait Islander Participant Support Officer.

 

Learner Support Advisor

The Learner Support Advisor is available to:

• offer support to all students
• provide career guidance and pathways
• help you choose a course or program that's right for you
• provide representation, negotiation and support for educational concerns
• provide advice with financial worries or student payment benefits such as austudy/abstudy
• help you with health or welfare issues which may be negatively affecting your studies by referring you to the appropriate outside service
• provide information about the ASTC and admission requirements
• offer support with relationships or personal hassles by referring you to the appropriate outside specialised professionals and support services
• offer time management advice with your studies and balance other priorities
• provide support with harassment and grievance issues

 

Disability support service

ASTC supports the participation of people with a disability in vocational education and training. Our Policy and Procedure endorses our commitment to respond to and be inclusive of the diversity of learners and prospective learners and to maximise access, participation and outcomes for people with a disability. A copy of the policy is held with the Disability Services Officer.

 

Disability Services supports Learners who may have a disability which is temporary or permanent and may affect their ability to achieve competency in any ASTC program. 

 

Disability in this context does not include short-term disabling health conditions such as a fractured leg, influenza, or corrected physical conditions such as impaired vision managed by wearing glasses or lenses. 

 

‘11 — Hearing/deaf’

Hearing impairment is used to refer to a person who has an acquired mild, moderate, severe or profound hearing loss after learning to speak, communicates orally and maximises residual hearing with the assistance of amplification. A person who is deaf has a severe or profound hearing loss from, at, or near birth and mainly relies upon vision to communicate, whether through lip reading, gestures, cued speech, finger spelling and/or sign language.

 

‘12 — Physical’

A physical disability affects the mobility or dexterity of a person and may include a total or partial loss of a part of the body. A physical disability may have existed since birth or may be the result of an accident, illness, or injury suffered later in life; for example, amputation, arthritis, cerebral palsy, multiple sclerosis, muscular dystrophy, paraplegia, quadriplegia or post-polio syndrome.

 

‘13 — Intellectual’

In general, the term ‘intellectual disability’ is used to refer to low general intellectual functioning and difficulties in adaptive behaviour, both of which conditions were manifested before the person reached the age of 18. It may result from infection before or after birth, trauma during birth, or illness.

 

‘14 — Learning’

A general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span. Problems in self-regulatory behaviours, social perception, and social interaction may exist with learning disabilities but do not by themselves constitute a learning disability.

 

‘15 — Mental illness’

Mental illness refers to a cluster of psychological and physiological symptoms that cause a person suffering or distress and which represent a departure from a person’s usual pattern and level of functioning.

 

‘16 — Acquired brain impairment’

Acquired brain impairment is injury to the brain that results in deterioration in cognitive, physical, emotional or independent functioning. Acquired brain impairment can occur as a result of trauma, hypoxia, infection, tumour, accidents, violence, substance abuse, degenerative neurological diseases or stroke. These impairments may be either temporary or permanent and cause partial or total disability or psychosocial maladjustment.

 

‘17 — Vision’

This covers a partial loss of sight causing difficulties in seeing, up to and including blindness. This may be present from birth or acquired as a result of disease, illness or injury.

 

‘18 — Medical condition’

Medical condition is a temporary or permanent condition that may be hereditary, genetically acquired or of unknown origin. The condition may not be obvious or readily identifiable, yet may be mildly or severely debilitating and result in fluctuating levels of wellness and sickness, and/orperiods of hospitalisation; for example, HIV/AIDS, cancer, chronic fatigue syndrome, Crohn’s disease, cystic fibrosis, asthma or diabetes.

 

‘19 — Other’

A disability, impairment or long-term condition which is not suitably described by one or several disability types in combination. Autism spectrum disorders are reported under this category. 

 

 

Requesting assistance

Learners requesting assistance from Disability Services must make an appointment with the Disability Services Officer to discuss their individual support needs. This should be done as soon as possible, preferably before enrolment to ensure informed decisions on appropriate programs and to give sufficient time for support to be arranged.

 

Eligibility for support depends on how the disability or condition affects the Learner's ability to learn, and situations are assessed on an individual basis.

 

Learners do not have to disclose their disability to Disability Services, but if they think support will be required, disclosure is necessary. Learners should endeavour to provide any supporting documentation to the Disability Services Officer to assist in assessing the level and type of support required.

 

Registration and Enrolment

The Disability Services Officer can provide assistance with enrolment by providing support to complete enrolment documentation or providing information in alternative formats. Disclosure of disability on forms is recommended but voluntary.

 

The ASTC Registration Form has one question with two sections relating to disability. It is important that all Learners with a disability tick 'yes' in the box provided and indicate their area of disability. The second part of the question asks Learners if they would like to receive advice on support services, equipment and facilities. Ticking 'yes' in this box will assist with the provision of support, however it is still recommended that Learners contact the Disability Services Officer directly to ensure appropriate support is provided in a timely manner.

 

Reasonable adjustments

Disability Services is able to offer Learners with disabilities a range of reasonable adjustments. Reasonable Adjustments reduce the impact that a particular disability has on the student and maximise the opportunities for success. They do not provide an unfair advantage and are targeted specifically to meet an individual student's need.

 

Some examples of reasonable adjustments are:

• provision of adaptive/assistive equipment, technology and software
• alternative arrangements for assessment including provision of additional time, providing an examination reader or scribe, allowing a Learner to use a computer, providing oral assessment
• flexible enrolment, attendance and mode of delivery
• learning materials provided in alternative formats such as electronic, large print, audio or Braille
• provision of tutors, disability coaches and support workers to assist the Learner
• provision of Auslan interpreters or note takers for deaf or hearing impaired students.

Learners (and in some instances any relevant family members or support staff) need to discuss their specific support needs with the Disability Services Officer who must consider the Learner's disability and adjust the organisational, learning and physical environment to ensure learning and assessment occurs effectively. Teaching/training staff are provided with the relevant resources to assist in this process.

 

Prior to or after commencing ASTC studies, students may work with the Disability Services Officer to develop an Individual Management Plan, which will provide information on support needs to help achieve training goals. The Disability Services Officer will also liaise with ASTC staff and assist in ensuring reasonable adjustments are made as required and agreed to by all parties.

 

The Individual Management Plan consists of personal and disability information, a comprehensive summary of arrangements for individual support and a Consent to Release Information form. Completion of this form ensures that all parties agree to the suitable provision of support to individual Learners and the process involved.

 

Reviewing disability support

Usually students receiving disability support will meet with the Disability Services Officer or other disability support staff on an as needs basis. At this time, support provisions will be discussed and reviewed if necessary. Students are expected to keep the Disability Services Officer informed of any issues with their progress and any additional services which may be required. Students may also be asked to see the Disability Services Office rif there are particular issues which need to be discussed.

 

Feedback on disability services

Disability Services welcomes suggestions on ways to improve services. Staff may seek feedback from Learners, who can also provide feedback whenever they like by making contact with the Disability Services Officer or completing an evaluation form on services provided.

 

Disability resources

Disability Services may be able to provide Learners with access to resources to assist them with information in relation to:

• legislation
• policies and procedures
• assistive equipment and technology
• counselling or other Learner services
• support for apprentices and trainees
• referral to external agencies.

Please contact the Disability Services Officer for further advice regarding these resources.

 

Equity and diversity

ASTC is committed to maximise opportunities for access, participation and outcomes for all participants within the vocational education and training system.

 

Financial support

The Commonwealth Government has a variety of financial support payments available dependent upon age, study commitments, approved activities and work or job search commitments. Please CHECK with your local Centrelink office for assistance eligibility

The Learner Services Officer can assist you in applying for a suitable support option.

 

Harassment

If another person's behaviour towards you makes you feel frightened, offended, angry or humiliated, then maybe you are being harassed. The Student Services Advisor can assist you by provide confidential support and advice to any student experiencing harassment.

 

Literacy and numeracy support

Literacy and numeracy courses are available to you if you are experiencing difficulties in these areas. At enrolment participants are interviewed and enrolled into a unit which will cater for their needs (vocational, employment or workplace focus. Numeracy needs are also catered for in unit form.

 

Should you require literacy and/or numeracy support, please contact the Learner Support Officer.

 

Adult Literacy information is available at:

 

ACT Office of International and Multicultural Affairs

PH: (02) 6205 0324

 

NSW Literacy and Numeracy Council

http://www.nswalnc.uts.edu.au/courses.htm

 

QLD Council for Adult literacy

http://www.qcal.org.au/history.htm

 

VIC Adult Literacy Basic Education Council

http://www.valbec.org.au

 

SA South Australian Council for Adult Literacy

http://www.sacal.sa.edu.au

 

WA Western Australia Community Adult Literacy Foundation

http://adult-literacy.net