Celebrating International Day of People with Disability 2021
Today is International Day of People with Disability (IDPwD).
This year’s UN theme is “Leadership and participation of persons with disabilities toward an inclusive, accessible and sustainable post-COVID-19 world.”
We are happy to acknowledge and celebrate this important day.
We also are aware that disability inclusion must go beyond this day alone.
Let’s work together to continue to strive for a better future.
PACE Mentoring: Applications for Autumn 2022 Now Open!
We are excited to announce that applications for PACE Mentoring Autumn 2022 are now open!
PACE Mentoring is a free industry mentoring program that matches jobseekers and students with disability with experienced professionals from leading Australian businesses like QBE, ANZ, Alstom Transport and more!
The 4-months program is a great opportunity to:
Build confidence
Develop employability skills
Practice interview skills
Network with other professionals
Visiting worksites
Learn some top tips to get a head start on your career
Experience professional and personal development
Mentoring opportunities are in Sydney, Melbourne, Brisbane, Canberra, Perth & Adelaide. There are also some virtual mentoring opportunities for students and jobseekers based in other locations across Australia.
Anyone 18 years or over with any type of disability, mental health condition or chronic illness is eligible for the PACE Mentoring Program.
We welcome previous Stepping Into applicants and PACE mentees to re-apply for the program.
AND accepts applications from jobseekers with all types of disability including, but not limited to: physical disability, mental health conditions, sensory impairments and immunological conditions.
You can find the answers to the questions about eligibility, how the program works, timelines and more.
You can also contact AND on 1300 36 36 45 or via email applications@and.org.au for enquiry.
Don’t miss this amazing opportunity to advance your career opportunity!
Join AND at Their Free Information Sessions
Want to learn more about the program?
Come along to AND’s free PACE Information sessions where we discuss how the program works, what the matching process is like, what to expect from the program and answer any questions you have about PACE Mentoring.
The sessions will be held online through Microsoft TEAMS.
“After I finished PACE, I submitted my resume to Indooroopilly State High School, where I was successful in obtaining an interview. Initially I was nervous, but I just relaxed and thought of the tips my mentor gave me. A week later I got a call from the principal saying that I had the job as a mathematics and science teacher.”
– Melissa from the 2018 PACE Mentoring cohort reflecting on how PACE helped her break into the teaching industry.
The ADCET Universal Design for Learning webpage is Now Live
TheUniversal Design for Learning webpage is now live on ADCET.
Using the ‘In this section’ navigation menu on the left, the page provides a range of UDL resources, checklists and templates as well as advice about learning design and accessibility, professional learning, and opportunities to get involved in UDL conversations to support good UDL practice in tertiary education in Australia.
The page includes both Australian and international information.
Expression of Interest – Administrative Officer (Leadership programs)
Location: Clayton campus
Hours: 4-15 per week
Pay per hour: $42.52
About the team
Career Connect offers a broad range of co- and extra-curricular programs designed to create transformative opportunities for students to acquire the experience, skills and attributes that optimise their employability and community engagement, smooth their transition from study to employment, and enable them to manage their careers in a global and rapidly evolving employment market.
We provide a range of programs and services for students, including those offered through Career Services, Student Leadership Development and Student Futures. Guided by the Sir John Monash ethos of service, we foster in our students a sense of responsibility to change the world for the better and equip them with the skills to do so.
About the role
In this role you will provide administrative support to Career Connect programs, including;
Reviewing and undertaking marking for the Leap into Leadership Online module suite
Responding to inquiries from students and university staff about LiLO and leadership programs
Supporting Program Coordinators with analysis and drafting reports in the Google suite and MS Office suite, updating shared google dashboards
Providing high-quality and timely feedback to students in line with Career Connect messaging
CRM data entry and basic workflow processing and administration
Supporting the leadership programs, including workshops and the Leadership Summit
Sending mail merges in Thunderbird and generating PDFs in AutoCrat
Reviewing forms and attendance data in Career Gateway
Updating online module content in Moodle (as per detailed requests)
Assisting with registration desk and set up/pack down processes at Leadership events
About you
To be considered for these opportunities you must have:
Excellent communication skills, both written and verbal including the ability to:
quickly synthesise information from a variety of sources, and
make judgements about customer service responses with a diverse range of stakeholders.
Strong attention to detail and an ability to follow processes, work across multiple platforms, and to solve problems.
Ability to work as an effective member of a team as well as independently under general supervision, either remotely or on-site.
Basic ability to work with Google Suite and Microsoft Suite
(ideal) proficient with google sheets, Moodle, AutoCrat and Thunderbird
(ideal) experience of Student Leadership Development programs at Monash (Monash Minds Leadership Program, Ancora Imparo Leadership Program, Leap into Leadership Online or Student Leadership Summit)
Apply
If this sounds like the role for you and you meet the minimum qualification requirements don’t delay!
Please be sure to include the following information in your application:
How The Three Magic Words “Registered with DSS” Taught Me That I Should Not Let What I Can’t Do Stop Me from Doing What I Can Do
By (former Monash student, class of 2021) M. M. Ahmed
I have to confess that I had mixed feelings after completing my course at Monash University earlier this year.
I was sure that I will not be getting the same level of support anywhere else, as none of the four previous universities I studied at offered a student success and IT team both during and after business hours, nor a Moodle site that did not require an elective in computer science to navigate!
Both my course coordinators and supervisors alike, always made themselves available, and diligently responded to the 6481641 student queries on the Q&A board rain, shine, or pandemic.
Moreover, the new grading system that took into account the current circumstances suggested that the university would rather that all their students pass than make a profit if they failed or needed to repeat their courses.
Lastly, the invitation to be an alumni made sure it was not a “Goodbye”.
Like many students attempting to complete their studies while living with a chronic condition, I was also torn between deciding whether my chronic health condition was or wasn’t a valid excuse that warranted special consideration and additional support during my studies.
And given my often-unreasonable sense of pride and own stigma, I chose not disclose it when first enrolled in my course at Monash.
Consequently, my first two trimesters were akin to swimming up an academic version of the Styx River without a paddle, while wearing a facemask that kept fogging up my glasses to boot.
Therefore, -and despite the fact that I was enrolled in a degree I was passionate about- the “Are You Ready for the next Trimester?” Group email always elicited feelings of extreme angst and apprehension.
I wondered, was this trimester going to be one the one where my four AM brain that was already laden with a combination of medication the side effects were often as bad the symptoms of my condition(s) will finally resurrect a scientist who comes back from the dead to seek vengeance on me for missing the comma behind in my citation?
Registering with DSS
Registering with DSS changed my feelings of angst.
Tom and his team quickly and compassionately made me realise that getting support with my assignments and quizzes was not an unfair advantage but more so one that “levelled the playing field”.
So, when my grades picked up -even in subjects that made me sleepier than my prescribed medication ever did, my reaction every time my grades were released was always the same “What the Dickens?!”
I didn’t understand how and why my grades improved given that the impartial and unbiased support DSS provided me did change the fact I had to do the exact same amount of work on my own.
Whenever I appeared flabbergasted when I did well after submitting a paper which I felt was pure drivel, my partner would often tell me to “Stop being a sourpuss about getting a good grade, and there is no need to add Imposter Syndrome to the list of your chronic health conditions!
Accordingly, and on behalf of all the students who were afforded the ability to apply and receive additional support by DSS with no repercussions, I thank Tom and the DSS team for their dedication and their prompt responses to the flurry of phone rants and emails, which were sometimes on weekends if they believed the matter called for it.
Please take pride that our successes are also yours, and that we will all forever be in your debt for all your support.
I hope that anyone who reads this post -student or university staff alike- recognizes that it is their duty both as a professional and as a human being to make sure that no one they know is ever put in a position where they have to pick between the two excuses.
Enter the Lived Experience Photo Exhibition and Win a Prize
The AusACPDM and CP-Achieve are excited to announce the launch of their second Lived Experience Photo Exhibition.
Thee’re seeking people of all ages with lived experience of childhood-onset disability to help celebrate our diverse community by submitting quality original photographs within the themes of Family, Fun, Fitness or Friends.
Photos that meet the exhibition guidelines will be showcased on our website where the community will be able to cast a vote for their favourite.
One photo in each category will be selected as a winner, and the entrant will be awarded a prize of $100AUD.
Submit Your Photos Online
Submitted images may be used to complement future online and published work by the AusACPDM and CP-Achieve.
The survey will help CP-Achieve to learn more about the demographic and clinical characteristics of young people (aged 10-30 years) with CP (Cerebral Palsy).
It will also allow young people with CP to express interest in participating in future CP-Achieve studies.
Click on the link below or scan the QR code from the flyer.
https://redcap.mcri.edu.au/surveys/
Access code: RPLP4EW84
For more information contact:
Sevastine Katsakis B. Science (Psych), M.C
Project Officer, Centre of Research Excellence: CP-Achieve Neurodisability and Rehabilitation
Join the GradWISE team for an information session to learn about the award winning program and supports available to students and graduates living with a disability, injury or illness in securing sustainable employment in their field of study.
Register here to save the date: Wednesday 24 November 2021 at 11am AEDT
GradWISE Student Testimonials
“Being mentored by Edward, Chardee and Grace over the last 5 months has really helped me keep on track with my studies by having people that I can report to and keep accountability with for maintaining good habits that will allow me to work towards my goals.
“The Neurozone report was a good way to reflect on areas I can improve on, like having better nutrition and being able to discuss and tailor weekly plans was a good way to stay on top of taking care of my mental and physical health. Additionally, since I have recently graduated and am on the hunt for jobs, it has been reassuring to be able to send my resume and cover letters to be checked prior to applying for roles.
“GradWISE takes a holistic approach to supporting their students and would definitely recommend more students partake in their program as they have a lot to offer and genuinely care about our wellbeing.”
And this:
“…GradWISE is fantastic because I found my dream job through this program!
The head of GradWISE, Edward and the program manager, Chardee have encouraged me and guide me to apply the graduate positions through the disability pathway.
“I was so excited after the first meet with them; they are so friendly and professional. They have not only brought me the valuable information but the hope in getting a graduate job that I really want.”
And finally this:
“A program like GradWISE which informs and guides you about your future options and gives you the much needed assurance that you are not on your own, is indeed a very good idea.
“I think it fills a gap that exists during the transitional period between finishing studies and starting work. Feeling supported and guided during this period saves students from unnecessary anxiety born out of uncertainty.
“Because help via GradWISE comes to you at your campus, all students have an equal opportunity of getting guidance and support.
“The neurozone Survey is a good way to assess where each individual student is at so that then they may be helped to shape their thoughts and actions in a beneficial way. The positive mindset can help in all areas of life including finding jobs and maintaining good work ethics.”
Universal Design for Learning in Tertiary Education
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:
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.
Student Final Year Project Opportunities with the Rail Accessibility Research Group
The Monash Institute of Railway Technology’s Rail Accessibility Research Group (RARG) is a focused group of multidisciplinary academics, designers and engineers who are leading research in Australia to deliver innovative solutions to improve accessibility to railway networks (including light rail).
Their research also covers stop and station design. There is the need to be adaptive and considerate of a range of user needs to deliver multimodal, seamless accessibility for:
People with a disability
Older people
Parents with prams
And bike riders, as examples of the diversity in user groups.
The research group is mindful that accessibility and equity for all should not just be limited to the station area. There should be seamless access to the surrounding precinct, providing connectivity to dwellings, streets, and neighbourhoods as well.
Final Year Project For Civil Engineering Students
RARG offers a range of research and/or design and build projects for undergraduate students, such as students undertaking their final year projects in engineering.
At present, the following final year project is available for Civil Engineering students at Clayton:
Railway Station Accessibility in Victoria: Improving Information Availability for Users
One or two students are sought to compare and contrast suggested practices for providing railway station accessibility information to people with disabilities, and benchmark these suggested practices against current practices being used elsewhere in the country (or the world).
Guided by their findings, the student(s) will design and develop two or three models for providing accessibility information to the public; with the option of potentially presenting these models to members of the disability community for critique.
For further information regarding the above project, please contact Dr. Wynita Griggs at wynita.griggs@monash.edu.
