{fa-handshake-o } ACCESS AND EQUITY POLICY

Policy Statement

The purpose of this policy is to facilitate equitable access to all programs for students irrespective of their gender, culture, linguistic background, race, location, socio-economic background, or disability. This includes reasonable support which is practical for students with a disability, literacy and/or numeracy impairment through:

  • Assistance or modification of training programs such as a slower pace in teaching, variation or modification to practical assessment, or additional phone support with a Exercise Academy tutor.
  • Assistance or modification of assessment activities such as extended assessment time, verbal assessments, extra tutorials prior to assessment, extra opportunities for practice, and access to Exercise Academy Mentoring Weekends and Assessment Days held in most capital cities.

Exercise Academy incorporates the principles of equity into all programs. Every student who meets the applicable entry requirements as prescribed by the relevant Training Package will be accepted into the program.

Some programs may have a limited number of vacancies and these will be filled in a chronological order upon completion of enrolment. Admission procedures are free of discrimination, and if an individual does not meet the required entry requirements, all attempts are made to assist them to identify alternative courses of action.

Implementation of this Policy

Exercise Academy will use the following strategies to implement this policy:

Students will be asked to self-identify:

  • If they have a disability, literacy and / or numeracy impairment
  • If English is a second language
  • The assistance or modifications they may need to complete their training program

Exercise Academy staff will:

  • Make contact with students who have self-identified that they have a special need and discuss individual arrangements and requirements
  • Maintain confidentiality regarding the students special need and requirements
  • Use appropriate language
  • Where possible, modify activities to support the learning process of the student within the training and accommodate student needs
  • Where possible, modify assessments to accommodate student needs and requirements