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Students with disabilities the right to participate in educational courses and programs on the same basis as students without disability. This means a person with disability should have access to the same opportunities and choices in their education that are available to a person without disability. The Disability Discrimination Act (DDA) (Cth 1992)  makes it against the law for an educational authority to discriminate against someone because that person has a disability.  This includes all public and private educational institutions, primary and secondary schools, and tertiary institutions such as TAFE, private colleges and universities.
The Disability Standards for Education (Cth 2005) was implemented to make more explicit the obligations of education and training service providers under the Disability Discrimination Act and the rights of people with disability in relation to education and training.

The standards set out in Parts 4 to 8 of the Standards specify how education and training are to be made accessible to students with disabilities. They cover the following areas:

  • enrolment;
  • participation;
  • curriculum development, accreditation and delivery;
  • student support services; and
  • elimination of harassment and victimisation.

 For more information about the DDA Standards for Education go to;

For further information about inclusive educational practice please go to Reasonable Adjustments      

The following  information will take you to external sites

Australian Qualification Training Framework

The Australian Qualifications Framework (commonly known as the AQF) is a unified system of national qualifications in schools, vocational education and training (TAFEs and private providers) and the higher education sector (mainly universities).

The AQF helps all learners, employers and education and training providers to participate and navigate the qualifications system. Under the AQF, you can start at the level that suits you and then build up as your needs and interests develop and change over time. The Framework assists learners to plan their career progression at whatever stage they are within their lives and when they are moving interstate and overseas. In this way, the AQF supports national standards in education and training and encourages lifelong learning.

What are the key objectives of the AQF?
The AQF should:

  • provide nationally consistent recognition of outcomes achieved in post-compulsory education;
  • help with developing flexible pathways which assist people to move more easily between education and training sectors and between those sectors and the labour market by providing the basis for  “rpl” recognition of prior learning, including credit transfer and work and life experience;
  • integrate and streamline the requirements of participating providers, employers and employees, individuals and interested organisations;
  • offer flexibility to suit the diversity of purposes of education and training;
  • encourage individuals to progress through the levels of education and training by improving access to qualifications, clearly defining avenues for achievement, and generally contributing to lifelong learning;
  • encourage the provision of more and higher quality vocational education and training through qualifications that normally meet workplace requirements and vocational needs, thus contributing to national economic performance; and
  • promote national and international recognition of qualifications offered in Australia.

Australian Disability Clearinghouse on Education and Training

In order to facilitate successful outcomes and improve the educational experience for students with disability, ADCET provides information, advice and resources to Disability Practitioners, Teachers and Students on inclusive practices within the post-secondary education sector.

Towards Success in Tertiary Study

Towards Success in Tertiary Study is a resource for all students who are studying or intending to study at tertiary level and includes strategies for students who have a disability.

Staying the Course – A guide to working with Students with mental illness