Accessibility Policy

Access: ability for ākonga to participate in all aspects of education at Otago Polytechnic, including access to application and enrolment processes, course information, programmes of study, learning materials, buildings and support services. 

Accommodations: includes all facets of providing an inclusive learning and teaching environment for ākonga, such as physical access, teaching practices, support services, provision of enrolment information and course materials in accessible formats (refer to Clause 1.5.b). 

Reasonable accommodations/adaptations are proactive measures that remove barriers through necessary and appropriate modifications and adjustments.  These adjustments aim to amplify ākonga capabilities and enable full participation, without imposing a disproportionate burden. They may involve differentiated approaches where the goal is equity ensuring every ākonga can thrive and succeed. 

Barriers: actors within educational, social, physical, or organisational systems that may limit opportunities for ākonga to fully engage and succeed. Our focus is on identifying and transforming these structures, processes, policies, and attitudes into enablers that promote access, participation, retention, and achievement for all ākonga. 

Disabled Ākonga: are those with impairment/diverse abilities and have been or are at risk of being disabled by an inaccessible society or social institution. 

Ākonga with Diverse Abilities: Ākonga who experience impairment/diverse abilities and may encounter barriers created by environments or systems. Our focus is on recognising their strengths, aspirations, and contributions, and ensuring that societal structures enable full participation and success. 

Disability: “Disability is not something individuals have.  What individuals have are impairments.  They may be physical, sensory, neurological, psychiatric, intellectual or other impairments.  Instead, ‘disability’ is the process which happens when one group of people create barriers by designing a world only for their way of living, taking no account of the impairments other people have” New Zealand Disability Strategy 2016-2026 

The Human Rights Act 1993 provides the legal framework for ensuring equitable opportunities for ākonga with impairment/diverse abilities. This includes ākonga recovering from short-term injury or illness, members of the Deaf community, and those with long-term or fluctuating conditions such as medical needs, learning differences, head injury, mobility variations, low vision or blindness, speech differences, mental health experiences, and other non-visible conditions. Our focus is on enabling participation and success by recognising strengths and removing barriers.  

Equity:  Principles that celebrate diversity and promote fairness within a safe, inclusive, and empowering learning environment. Our focus is on recognising and amplifying the strengths, aspirations, and potential of every ākonga, ensuring they have the opportunities and supports needed to thrive and achieve success. 

Impairment/Diverse Abilities:  Ākonga may have different ways of learning and engaging due to intellectual, psychiatric, physical, neurological, or sensory differences. These variations can be temporary, intermittent, or ongoing, and may arise through life experiences such as illness or accident or be present from birth.  

Inclusion: Fostering practices and behaviours that celebrate the strengths and aspirations of all ākonga, ensuring they feel empowered to contribute and participate fully in activities that matter to them throughout their learning journey. Inclusion means creating equitable opportunities for engagement and achievement and cultivating a sense of belonging where every ākonga unique capabilities are valued. 

Learning and Teaching Environments: Encompass digital, physical and work-integrated learning and teaching environments including Otago Polytechnic’s residential accommodation, Te Pā Tauira. 

Neurodiversity: Natural variation in brain function and cognitive processing. It recognises conditions such as autism, ADHD, dyslexia, and others as part of normal diversity, rather than deficits or disorders, and emphasises the value of different ways of thinking and experiencing the world. 

1. For ākonga with impairment/diverse abilities Otago Polytechnic will: 

1.1. Empower ākonga to make informed choices and exercise control over their learning journey, ensuring they are treated with dignity, respect and fairness, free from segregation and stigma. 

1.2. Create proactive opportunities for ākonga to participate in organisational decision-making that supports quality, inclusive, and accessible learning and teaching, support services and communication. 

1.3. Safeguard privacy and security by ensuring information shared by ākonga is only disclosed with their explicit authorisation. 

1.4. Provide transparent access for ākonga to review and update their personal information. 

1.5. As per the expectations of The Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021, Otago Polytechnic will: 

a. Ensure policies, procedures and practices promote equitable educational opportunities and an inclusive learning environment. 

b. Provide accessible, inclusive and available support services, including accommodations that enable ākonga to achieve their aspirations at the right time and place, (refer to Appendix 1. Description of Reasonable Accommodations, Assessment and Moderation OP Procedure, Eligibility for Alternative Assessment Arrangements).  

c. Provide accessibility training for kaimahi.   

d. Provide accessible platforms for ākonga to evaluate and provide feedback on accessibility support and services available at Otago Polytechnic. 

e. Ensure the complaints process is clear, inclusive and accessible  Ākonga Concerns and Complaints Policy. 

Appendix 1. Description of Reasonable Ākonga Accommodations 

Accommodations for ākonga will be considered to ensure fairness and equity. The range may include: 

Eligibility Criteria for Alternative Arrangements  

Policies

Strategic Documents