Purpose
The purpose of this plan is to outline the approach that People Potential will take to ensure a fully inclusive tertiary education environment for disabled learners. This includes a commitment to always be working with the intent of meeting the goals of Kia Ōrite which ensure that:
- disabled learners have equitable opportunities to achieve their individual capabilities and participate in all aspects of tertiary education life
- all interactions with disabled learners are characterised by respect for their rights, dignity, privacy, confidentiality and equality, and building a partnership with these learners to identify their learning support needs and the barriers to participation and achievement they face
- policies, procedures, services and facilities, including strategic planning and resource allocation, enable disabled learners to achieve equitable access to tertiary education and the full range of activities that encompass all aspects of their learning environments
- an equitable learning environment is created by considering the needs of disabled learners in all aspects of the learning process, including course design, curriculum, delivery, placements, assessment and support strategies
- staff are trained to meet the requirements of disabled learners and they invite these learners to discuss their requirements and treat requests promptly and seriously
- they create a safe environment for disabled learners to:
- make their requirements known in advance, so appropriate services are provided
- share responsibility for negotiating and developing solutions, where possible
- advise institutions of difficulties they encounter.
The mission statement of People Potential is:
To recognise the potential, lift the aspirations and enhance the education of each individual
Kia mohio ai te pumanawa moe, kia hiki ai te tumanako, kia whakakaha ake nei te matauranga o ia tangata
This plan gives specific actions to be taken in order to ensure that we understand and respond to the needs of our learners, ensuring that our disabled community has the same opportunity to reach their potential as any student that chooses us for their education pathway. This plan gives effect to our mission statement.
Responsibilities
The Board of Directors (including the Managing Director) is accountable and responsible for the implementation of this plan. Those responsible for implementing procedure in accordance with the plan are the Department Managers, Tutors, Support and Administrative staff.
Responsibility for leading the review of the plan, and communication of policies and programmes is designated to the Academic Director.
Plan Structure & Review
The plan will examine the priority areas as outlined in the Kia Ōrite Toolkit for achieving equity. The plan will consider the strengths and areas for development identified from working through the Management responsibilities implementation toolkit and the Learning support responsibilities implementation toolkit. It also considers the responsibilities of the organisation for the learners that they work with under the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 – Learner Wellbeing and Safety (‘the Code’). People Potential is fully committed to achieving the outcomes that the Code sets out in promoting and supporting learner wellbeing, development and educational achievement and the Disability Action Plan has a spotlight on the approach for our disabled learners.
The plan will make a statement which represents the current approach for each of the responsibilities and where there is an area for development identified, goals and targets will be set. Goals will be focused to ensure quality of approach, rather than quantity of approach.
Formal review of the plan will take place three yearly in alignment with the review of the Investment Plan. All members of the faculty will be notified in the preceding month that a review is to take place. This will state the date of the review and evaluation meeting and an invitation to attend will be extended to interested parties, which will include representatives of the disabled community. Those staff members who are required to attend will be given a copy of the documentation.
The goals will form an agenda item of the monthly Board Meeting where progress towards their achievement can be monitored and further action or review taken as needed.
Management Responsibilities
Recruitment, selection, admission and enrolment processes
Robust processes are in place for recruitment, selection, admission and enrolment. Programmes are designed to have open entry where possible, with the exception of meeting the academic requirement for the level of study, and for those which require special conditions, such as passing a Vulnerable Children’s check. This criteria is reviewed annually during programme review and also when the programme is updated when a new version of the qualification is issued.
Prospective learners indicate their needs on their Enrolment Form and this is discussed in terms of support that is required for success in the Selection Interview Process. Staff who work with learners through the process have appropriate training, however this could be supplemented further with the modules available on the Achieve website.
While admission material is generally available only in one format, support is available for learners to complete this process to ensure that they are not disadvantaged by the process. Long term, this an area for improvement.
While there is not a specific appeal process, a robust appeal, suggestions and complaints process is in place for learners for any issue that they are concerned about.
Recruitment, selection, admission and enrolment processes
| Previous actions (June 2023 plan) |
|
|---|---|
| Current state |
|
| Next stage | Timeline |
|---|---|
Add to the schedule for Evaluation of Systems the following to be carried out annually:
| December 2026 |
Funding & withdrawal tools
Clear policies and processes are in place to ensure that learners are not disadvantaged in the instance that they need to withdraw from a programme. All withdrawals are discussed and approved by the management team, meaning that this policy is applied consistently across all programmes and all campuses.
All programmes have class budgets which they have the authority to spend to enhance the learning experience. Where there is a need for additional spending, there are clear processes in place for getting this approved and there is a financial commitment made in the annual budgets to supporting learner achievement, including for effective services to supported disabled learners. There are many examples of the implementation of such funding, from building ramps in different areas in the campus to allow access, the purchase of glasses, hearing aids and learning tools to ensure successful participation, to the purchase of specialist equipment to ensure assessment conditions can be met. Examples of this can be found in pastoral care records.
Complaints & appeals
Clear policies and processes are in place around complaints and appeal procedures. These are available in the Student Handbook and apply to all learners. All complaints are overseen by the Management team, and all appeals overseen by the Managing Director. This means that there is consistency applied across all programmes and campuses. Staff are aware of the steps a disabled person can take should their complaint be unresolved.
Complaints & appeals
| Previous actions (June 2023 plan) | 1. Expand the complaints and appeals procedure to include access to the Human Rights Act, Code of Health and Disability Services Consumers’ Rights, Privacy Act etc and advertise this is in Disability specific information in the Student Handbook and website |
|---|---|
| Current state |
|
| Next stage | Timeline |
|---|---|
| Enhance visibility of services for learners with disabilities on the website | December 2026 |
The physical environment - facilities, equipment, health and safety
All buildings are compliant with building requirements and are subject to the regular Building WOF process. There is a genuine commitment to upgrades of buildings and this includes ensuring barrier free access is considered and improved when building upgrades and renovations take place. Financial commitment is in place and available to meet the need where it emerges and evidence of this can be seen at each campus. For example, as a learner in a wheelchair has progressed through the Computing and IT qualifications at the Whangarei campus, ramps have been built in new areas so that learning could continue uninterrupted.
Health and Safety and evacuation needs are discussed with learners during the enrolment process and plans put into place where necessary. The Health and Safety Officer conducts regular checks to ensure that the Disabilities Register is up to date and that a suitable staff member is responsible where there is a need for support to evacuate the building. There is a map of each site published on the website indicating key access routes and features for disabled learners.
Each programme has a Department Manager and Department Support allocated to it and they are the key contact people for learners to discuss any concerns including access issues with. There is also an Open-Door policy in place which means that learners can approach any member of staff they are comfortable talking with. The Department Manager and the tutor are the key methods of communication with learners and are responsible for informing learners about changes to physical access. Social media is also used for communicating this information as this has become an increasingly popular method of communication with learners, their whanau and support people.
Learners are at the centre of all activities that take place at People Potential and as a priority group, the disabled community is consulted across a number of matters affecting learning support. Where specialist equipment is required, processes are in place to identify a need and source and/or fund the equipment.
The physical environment - facilities, equipment, health and safety
| Previous actions (June 2023 plan) | 1. Arrange an accessibility audit of each site and publish a map with key access routes and features highlighted. |
|---|---|
| Current state |
|
| Next stage | Timeline |
|---|---|
| Update Kaikohe accessibility map | December 2026 |
| Purchase wheelchair and update fire drill policy with information regarding short term mobility issues and seating during emergency or drill as required. | December 2026 |
New technologies, digital platforms & procurement
The approach to the use of technology has been approached on an individual basis to date. During the selection interview process, the supports needed for success are discussed and implemented. The effectiveness of these is evaluated at the Student Progress interview and adjusted as necessary.
We are fortunate to work closely with a number of agencies in our community who provide expertise in the support of disabled learners and this guides our investment in technology to support learners. Key staff also undertake professional development to support the effective use of technology and digital platforms.
New technologies, digital platforms & procurement
| Previous actions (June 2023 plan) | 1. Staff to complete Achieve modules and add this to the coaching checklists for these roles for new staff |
|---|---|
| Current state |
|
| Next stage | Timeline |
|---|---|
| No actions at this time | Not applicable |
Policy & planning tools, monitoring & evaluation
The Quality Management System provides the basis for all policies and procedures for the organisation and these include reference to the provision of an inclusive environment for disabled learners.
People Potential encompasses the Enabling Good Lives approach based on supporting disabled people’s access to everyday life in everyday places. There are no barriers for students with a disability to access any of the programmes that are offered. Learners with a disability are offered the same opportunities with the exception of additional support mechanisms that are identified to support individual needs as required.
People Potential ensures that it makes a meaningful contribution to the outcomes and vision of the New Zealand Disability Strategy 2026-2030 by supporting the individual needs and access for people with disabilities. The key priority areas that People Potential contributes to and the contribution discussed below.
Goal for education
Every learner is supported to attend, participate, and progress in education. There is a high expectation that all learners – including disabled learners – will achieve their potential in the education setting of their choice.
- People Potential provides a range of education opportunities where learners are able to achieve their potential, develop friendships and social skills. Tutors encompass the individual needs of learners in an inclusive environment and support progress and achievement. Additional support mechanisms are provided as required in order for participants to meet learning outcomes.
Goal for employment
Disabled people will have meaningful career opportunities, equal to non-disabled people, and be valued the same way. Disability-confident employers will recognise disabled people’s talents and expertise and will provide accessible and inclusive workplaces throughout the employment lifecycle.
- People Potential works closely with Workbridge. There is an employment consultant on-site weekly who works alongside our learners with a disability to transition from learning into employment opportunities in the community where they are supported and can develop a sense of belonging.
People Potential works very closely with Workbridge who have a mission to deliver inclusive, successful employment opportunities. A support consultant is based on-site weekly providing support on the learning journey of students who are enrolled and have a disability. Disabled learners are identified as a priority group for the organisation.
Policy & planning tools, monitoring & evaluation
| Previous actions (June 2023 plan) |
|
|---|---|
| Current state |
|
| Next stage | Timeline |
|---|---|
| Publish updated Disability Action Plan on People Potential website | July 2027 |
| Schedule review of Disability Action Plan to every three years to align with preparation of the Investment Plan | June 2029 |
| Include parity of outcomes for disabled learners in the organisational KPIs | February 2027 |
Learning Support Responsibilities
Appropriate use of disabled learners’ personal information
All learner data is kept in accordance with the Privacy Act 2020 and as such is kept secure, and only collected and disseminated for relevant purposes. This includes personal information about disabled learners. Hard copy material is stored in the student’s file which is kept in the Department Manager’s office under supervision. Electronic information is stored in the Student Management System which has differing levels of access for staff according to need, requires an active user name and password, and also two-factor verification to access.
The purpose of collecting data is outlined in the Enrolment Form. This explains that data is collected only for the means of providing support and this is reiterated verbally during the Selection Interview.
While each of these headings addresses a specific need, it is well understood in our organisation that where a disabled learner is also a member of another underserved group, their outcomes are further affected. The key philosophy of our approach is to treat each learner as an individual and meet their needs in a holistic way. We already have in place systems which track the data about participation and achievement for priority groups and as discussed in previous sections, this will be expanded to include disabled learners. There is also the opportunity to explore where learners sit in more than one priority group and this should be looked at in the Self-Assessment.
Academic staff have professional development in ensuring that programmes are designed so that there are no unnecessary barriers to access, participation and achievement for disabled learners and this is reviewed prior to submission for approval by relevant stakeholders. Once the programme is approved, training is given to the tutor to ensure that the planned approach is translated into effective delivery. This effectiveness is reviewed by the learner themselves, in whanau feedback, and by stakeholders. This includes each of our priority groups including Māori, Pasifika, Youth, People with disabilities, the Rainbow community and people who have had low achievement previously.
Where online, distance and e-learning are used to supplement programmes, the needs of disabled learners are be taken into account in the programme design and reviewed in the same way as face-to-face programmes. Disabled learners have the same access to all educational opportunities and support is in place to assist disabled learners to move successfully to higher level studies and employment. An effective working relationship is in place with Workbridge and other agencies to support our work in this area.
Learning support & teaching tools
| Previous actions (June 2023 plan) | 1. Analyse data in Self-Assessment where learners sit in more than one priority group. |
|---|---|
| Current state |
|
| Next stage | Timeline |
|---|---|
| Confirm the data requirements for the changes to processes as a result of the NZQA iQAF implementation | December 2027 |
| Develop a schedule for posting on social media about support services available | September 2026 |
Examinations & assessment tools
A robust process is in place for assessments to ensure that they are fair for all learners participating in them, including disabled learners. Assessment material is designed and subject to internal pre-moderation prior to use. Assessments that sit under a Workforce Development Council must also be approved externally prior to use.
All assessors must complete 4098 prior to conducting assessment which requires that they conduct a pre-assessment meeting to ensure that the following aspects are considered prior to the assessment occasion beginning. The learner confirms that the steps have been taken by signing the Candidate Verification Form:
- Included me in planning the assessment and got my agreement
- Checked that I understood what was required of me
- Explained their role and responsibilities
- Asked me if I had any special needs (cultural/disability) and if so, took them into account in my assessment
- Explained what I could do about it if I disagreed with the assessment or procedure
All assessors also have the completion of the New Zealand Certificate in Assessment Practice on their professional development plan to further progress their skills in ensuring that the assessment parameters meet the needs of the candidate that they are working with.
Policies and procedures are in place across the organisation to ensure consistency and this is checked through the post- assessment moderation policy. Information about these processes is available in the Procedures Manual and Quality Management System for staff; and in the Student Handbook and Information Sheets for learners.
Transition into employment tools
All programmes include components of learning about making a successful transition to work and this is also included in the pathway planning for disabled learners. This is addressed from the beginning of the programme formally through the Individual Learning Plan process, which is reviewed throughout the programme. Effective collaborative relationships are in place with organisations such as Workbridge who can assist with the transition and advocate on behalf of our mutual clients.
Feedback about effectiveness is sought in a number of ways including after placement into employment, through outcome follow up and Graduate feedback.
Staff development tools
Without exception, our team are our greatest resource in supporting our learners, including our disabled learners to achieve. They know their learners best in the educational context and they bring their hearts and heads to work.
People Potential is committed to professional development and as discussed in previous sections; a programme of training will be included in the plan which is specific to effectiveness with disabled learners. This will be included in the Induction and Coaching Checklists and also the Person Specification Match. The Department Manager for each team is the designated contact as they are located at each campus and available to learners at any time.
Staff development tools
| Previous actions (June 2023 plan) |
|
|---|---|
| Current state |
|
| Next stage | Timeline |
|---|---|
| Covered in other sections | Not applicable |