Archive for the ‘Disability Services info’ Category

Merry Christmas from I CAN

Monday, December 19th, 2022

I CAN Network – Empowering Autistic Young People

The I CAN Network is heading into their 10th year, and wish everyone a Merry Christmas and Happy New Year.

I CAN appreciate the ongoing support they’ve received to continue empowering Autistic young people through their Autistic-led, evidence-based mentoring programs.

Thanks to donors’ generosity, over the past year alone I CAN have been able to fund scholarships for 100 students with autism to take part in their mentoring programs.

  • If you wish to contribute to the work of the I CAN Network to fund more mentorships for young people with autism, you can donate online here.

I CAN is Hiring!

Looking for an inclusive workplace which offers flexible hours and where you have the option to work from home?

If so, you might be the perfect fit to become an I CAN Mentor.

In I CAN’s School Program they have positions available in Greater Melbourne, Barwon/Geelong and Northern Victoria (Shepparton to Bendigo).

They also have positions available in their I CAN Online program.

Ever wondered what it’s like to work with I CAN? Meet some of their team via their YouTube channel or their website:

DSE – New Information Resources

Friday, September 16th, 2022

New Information Resources Available on the Disability Standards for Education

The Department of Education (Department) has worked with Children and Young People with Disability Australia (CYDA) and young people with disability and their parents and caregivers to co-design a new range of resources about their rights under the Disability Standards for Education 2005 (Standards).

What are the resources?

There are four new resources:

  • Explaining the Disability Standards for Education – this resource outlines what the Standards are and what they are designed to do.
  • Milestones and Transitions – this resource is to help students and their parents and caregivers make their way through their education journey.
  • Advocating with and for your child: Primary School – this resource is for parents and caregivers of primary school students.
  • Disability Standards for Education in Practice: Action Plan – this resource is for students who are in high school or tertiary education.

Each resource is available in Easy Read format and Auslan and translated into Arabic, Chinese (simplified and traditional), Farsi, Hindi, Khmer, Korean and Vietnamese.

How The Resources were Developed

The content of the new resources was created by students with disability and their parents and caregivers, with help from CYDA.

Development was informed by consultation with a range of disability organisations and with input from Aboriginal and Torres Strait Islander people with disability and people with disability from culturally and linguistically diverse backgrounds.

Research Opportunities

Thursday, August 18th, 2022

Call for Research Participants and Summer Research Opportunities

Seeking Neuro-divergent Monash Students for a Study on Losing Personal Items

This research project aims to better understand the lived experiences of Neuro-divergent Monash University students who regularly lose their personal items so as to build and improve technologies to help reduce personal item loss.

What is Involved

We are seeking Monash University students aged 18 and above who identify or have been diagnosed as neuro-divergent and tend to lose things regularly to have a discussion with us for about 45 to 60 minutes about:

  • Personal items that you tend to lose on a regular basis
  • Where you tend to lose these items
  • Walk us through memories of losing these items and finding them
  • Join us in exploring potential technologies that might be able to help with reducing the loss of these personal items

Our goal for this exploratory discussion is to help build better cost-effective solutions to reduce personal item loss with your valuable input.

We are also very happy to discuss how the discussion can be tailored to your unique context, so please let us know!

  • Participants will be compensated with a 30-dollar grocery voucher for their time.

Criteria for Participation

  • Aged 18 and over
  • Students from Monash University
  • Identify as/ Diagnosed as Neuro-divergent
  • Lose personal items on a regular basis

Contact Information

  • For more information and how to participate in this study, please contact

Summer Researcher Opportunity

Summer researcher opportunity with Monash Inclusive Technologies Lab at the Faculty of IT (Deadline: Friday, 26 August 2022, 5pm).

  • Start date: 21 November 2022 (negotiable) for Eight Weeks
  • Scholarship value: $4,000 ($500 x 8 weeks)

We are seeking students to be co-researchers and co-designers of technologies to help neuro-divergent individuals who tend to lose things to not lose things.

We know it can be annoying to lose our keys, wallets and phones but these issues can be a lot more annoying if you are neuro-divergent (if you know you know!) and by reducing the cognitive load needed to manage these tasks we can then use that energy for more useful, interesting, life-giving activities.

The work will entail:

  • Performing research and literature review
  • Designing, and developing prototypes and
  • Potentially being involved in focus group studies (with neuro-divergent individuals who tend to lose things regularly) regarding those prototypes
  • Students will also be involved in reflective and reflexive exercises about the above activities.

Ideally you will be studying:

  • Design, IT or engineering and have taken FIT3146 – Maker lab
  • Happy to consider students from a wide range of backgrounds!

We welcome and encourage students who are disabled and/ or diagnosed/ self-identify as neuro-divergent and also have a propensity for losing things to apply as you are experts-by-personal experience and are thus extremely well suited to co-design and co-develop these solutions.

We also encourage students who are carers of people with disabilities who tend to lose things to apply for similar reasons.

  • For more details, please kindly get in touch with:

To apply:

Disability Leadership Program

Thursday, July 7th, 2022

Disability Leadership Program – Apply Now

Australian Network on Disability and the Australian Institute of Company Directors (AICD) are partnering again to further the inclusion of people with disability on boards.

This new initiative will see 85 scholarships awarded to leaders with disability.

The scholarships, funded by the Australian Government Department of Social Services, will support leaders with disability by providing an opportunity to uplift their governance knowledge.

Scholarship recipients will undertake the Company Directors Course or the Foundations of Directorship course at AICD. Courses are likely to start at the end of November 2022 and run into the next calendar year.

In addition to the course, scholarship holders will receive a complimentary one-year:

  • AICD membership
  • Directorship Opportunities subscription, Australia’s foremost listing platform which provides the widest choices for directorship positions

To help maximise board career opportunities, the program will also work with existing directors to build disability confidence through Leader-to-Leader Conversations facilitated by Australian Network on Disability.

To apply for the Disability Leadership Scholarship visit The Australian Scholarship Foundation (ASF) website; the facilitating partner for the application process.

  • Applications are open now until 27 July 2022.

Study Stress and Support Seeking Reminder

Friday, June 17th, 2022

Study Stress and Support Seeking – Have Your Say!

This is a reminder to students to invite you to participate in the Qualtrics survey on study stress and support seeking.

Here is the Qualtrics Survey Link:

Also re-attached is the flyer.

COVID-19 Vaccination Support

Wednesday, May 18th, 2022

Get COVID-19 Vaccination Support

YDAS is offering free COVID-19 vaccination support to disabled young people who live in Victoria and are 12 to 25 years old.

The YDAS team can help you find information and organise supports so that you can get vaccinated.

They can give you accessible and reliable support and information about:

  • COVID-19 vaccines
  • COVID-19 boosters
  • The vaccination process
  • How to book your vaccination appointment
  • Where you can get vaccinated
  • Supports available for disabled young people.

Can You Get Support?

YDAS can support young Victorians, who are 12 to 25 years old, and identify as:

  • Having a disability
  • Having a health condition or chronic illness
  • Neurodiverse or autistic
  • Deaf, deaf or hard of hearing
  • Blind or vision impaired
  • Having lived experience of mental health issues.

YDAS can support young people with any and all types of disability.

What Support Can You Get?

The YDAS team can:

  • Help you find vaccination centres that are accessible for you.
  • Answer your questions or concerns about getting vaccinated.
  • Find accessible and reliable information.
  • Support you to book a vaccination appointment.
  • Organise extra support so that you can get vaccinated.

If YDAS do not know the answer to a question when you contact them, they will follow-up to find the answer for you.

Contact YDAS

To get free support or find out more, contact the YDAS team.

Elyse (she/her)

  • Text or call: 0447 186 888
  • Email:

Meg (she/her)

  • Text or call: 0447 679 121
  • Email:

You can text, call or email Elyse and Meg. A video call can also be arranged. Please let them know if you have any access needs.


Caulfield Campus Redevelopment

Wednesday, March 30th, 2022

Caulfield Campus Upgrades to Buildings B & C

Monash is planning several important upgrades and improvements to our Caulfield Campus in 2022.

Part of the plan is to remove the escalators in Building B in April to provide additional usable floor area in Building B.

The existing escalator space will be converted to a diverse informal foyer/ seating lounge on each level to support interactive learning experiences and contribute to the ongoing vitality, function and activation of the Caulfield campus.

During this period we encourage staff and students to use the 3 staircases within the building complex, especially for single floor changes.

Health & Wellbeing signage will be erected to help promote this initiative. For staff and students who can’t use the staircases, are travelling many floors or require wheelchair access, please use the existing lifts (available for usage until mid-January 2023, at which point they will be replaced).

Additional Lifts

As part of the work, we’re also installing additional lifts to provide better vertical transportation within the building. The new lifts will be available ready for usage in January 2023.

To build the new lift core, the existing Campus Community Division area in building C level 1 will be demolished to make way for the new lift core structural foundations and lobby space. Hoardings will be erected outside Building C and in Building C Level 1.

Thank you for your patience while these important redevelopments occur. Please contact DSS if you have any questions or concerns about access.

2022 Round Table Conference Student Funding

Tuesday, March 29th, 2022

2022 Round Table Conference – Registration and Funding Attendance Opportunity for Students

Universal Design in Tertiary Education

Friday, November 19th, 2021

Universal Design for Learning in Tertiary Education

Dr Erin Leif

How I Use the Principles of UDL in Online Tertiary Education

By Dr Erin Leif, Senior Lecturer at Monash University

My teaching is underpinned by the notion that optimal learning outcomes can be achieved when students are:

  • (a) provided with a clear unit structure and learning objectives,
  • (b) given frequent opportunities to actively respond,
  • (c) provided with frequent feedback, and
  • (d) assessed on practical skills that mimic the activities commonly performed by professionals working in the field.

To achieve this, I have adopted the Universal Design for Learning Framework (UDL) to guide the design and delivery of my online units.

The graphic below illustrates my iterative process of unit design and delivery:

iterative process of unit design and delivery

Asynchronous Online Interactive Lessons

When designing online activities, I provide students with a set of asynchronous online interactive lessons that are directly aligned to the weekly learning objectives.

Lessons consist of a series of video recorded lectures interspersed with active learning activities designed to meet the learning objectives and provide multiple representations of concepts, including:

  • Text descriptions of a concept
  • Mini video lectures to supplement the readings or provide real world examples
  • Video bytes (which are typically short clips illustrating various concepts in action)
  • Links to websites, blogs, or podcasts, where students can find out more
  • Images or graphics illustrating key concepts
  • Interactive formative knowledge checks (e.g., multi-choice, true/false, matching, fill-ins, drag and drop text, etc.), which provide immediate embedded feedback for correct and incorrect responses
  • Post-class timed quizzes, designed to build fluency with basic concepts and principles
  • Moderated post-class discussion forums, which allow students to apply what they have learnt to a case scenario, ethical challenge, or professional practice question

I collect data on student engagement and evidence of learning early and often throughout the delivery of the unit (formative assessment).

This includes:

  • Weekly synchronous tutorials, in which we use polling and group discussion to provide students with the opportunity to actively respond and the teaching team with the opportunity to (a) gauge student understanding of the material and (b) present additional instruction if needed
  • Post-class discussion forums, which (a) allow the teaching team to gauge understanding in students who may not have otherwise indicated that they were confused, (b) gives students the opportunity to teach material to each other, which requires that they define, synthesise, and relate the material that is being discussed, and (c) gives students the opportunity to prepare for the assessment tasks
  • Moodle analytics and completion settings on Moodle.
  • We teach students how to use their Moodle ‘progress trackers’ to self-monitor their completion of the online learning activities on Moodle. We review the progress trackers at specific points throughout the semester, and check in on students who appear to be falling behind or who are not showing evidence of active engagement with the unit content

My approach embraces the diversity of learners by providing students with clear and measurable learning objectives, flexible methods of engagement and assessment, and accessible learning materials and technologies.

Through my use of the UDL framework, I can model a variety of inclusive, evidence-based instructional strategies to my students, which students can then replicate and adapt for use in their own professional practice.

The Neurodiversity Hub

Tuesday, October 19th, 2021

Neurodiversity Hub Resources

Although there is broad diversity across the population, some individuals have neurological variations that make it particularly challenging for their communication, self-expression and interactions with others.

Neurodiversity is a broad umbrella and is not just autism.

Neurological variations can include autism, Asperger’s, ADHD, dyslexia, dyspraxia, dyscalculia, dysgraphia and tics. (However, Judy Singer, who coined the term, proposes that we are ALL neurodiverse because no two humans on the planet are exactly the same.)

The environments within which individuals with these neuro-variations learn, work and live can either facilitate or inhibit their growth and development.

A Community of Practice to Support Neurodivergent Young Adults

The purpose of this initiative is to create environments that will maximally facilitate these individuals to grow and achieve their full potential.

It is about facilitating a community of practice for universities, colleges, employers and service providers to work together to create these environments and opportunities for neurodivergent young adults.

The Resources section includes a vast array of resources that have been created or curated for use by neurodivergent students, their parents and carers, employers and universities.

Click on this link to explore the hub