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) | 1. Look at opportunities to improve accessibility of promotional material – begin with website functionality Update enrolment forms with new disability enrolment form as advised by the TEC 13 June 2023 Update Selection Interview form to discuss any support required more specifically Add a section to the website and Student Handbook which specifically details policies, rights, support available, appeal processes etc Staff in charge of selection and admission to complete Achieve modules and add this to the coaching checklists for these roles for new staff |
|---|---|
| Current state | • Each of these actions were carried out The review has highlighted the need for a system for actions 1-4 to be carried out on an annual basis, to ensure that consideration is given to these matters in every update of the documents. It is possible that over time, these changes could be overlooked. It is suggested this is implemented into the Evaluation of Systems process, so that it is looked at every year in a systematic way taking into account the lens of Kia Ōrite The professional development referred to in action 5 has been extended to include all staff and this is now a standard practice across the organisation. |
| Next stage | Timeline |
|---|---|
| Add to the schedule for Evaluation of Systems the following to be carried out annually: Review accessibility of promotional material including website; Review Enrolment Form to ensure it elicits effective information about disabilities; Review Selection Interview form to ensure discussion of any support required specifically; Review and update disability sections in website and Student Handbook to ensure they specifically detail policies, rights, support available, appeal processes etc. | 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 | • This action has been carried out and will now be reviewed as part of part of the annual check of the Student Handbook and Information Sheets. There is the opportunity to make this information more accessible to learners by also having it in a specific section on the website. While it is available in the Student Handbook which is published on the website, it could be reiterated in other places to increase visibility. |
| 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 | • This action was completed and proved to be a really useful exercise. While the audit was underway, additional opportunities were identified to make life easier – for example the removal of internal doors which were always propped open and therefore not needed. This means there is more room for people in wheelchairs or walkers to make their way through. The Kaikohe site is nearing completion of a major renovation. This will mean that the site is much more accessible than previously, however given the nature of the changes, the site accessibility map will need to be updated. The Fire Drill process has recently been carried out and suggestions for our Disability Action Plan have been made as a result: The availability of somewhere to sit for people who while mobile, cannot stand for long periods of time. A number of solutions have been investigated and it has been decided that the existing outdoor seating near the evacuation areas will be utilised where needed so that sitting is possible, while maintaining safety. The plan which would be utilised when someone’s mobility is interrupted in the short term – eg. such as following an injury or surgery etc. Where it is a permanent issue, the person affected comes with their own mobility aids and the issue is recorded in the register so that help for them to evacuate is allocated. This however is not reliably the case for a short-term issue with mobility and it is suggested that a wheelchair is purchased for each site. This would be made available close to the person in need and therefore they will be able to evacuate in a quick and safe manner. |
| 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 | • All staff have completed the Achieve modules and these have been implemented as standard practice for staff, at all levels of our organisation to complete in their professional development plan. During the period since the publication of this Disability Action Plan, technology has played an increasing role in our approach to supporting learners. As an example, recently a learner disclosed that they found written material challenging to comprehend. We were able to implement an app that reads material while the learner follows the document and his progress since starting this progress has been very pleasing. It’s a solution which preserves his dignity and allows his progress to continue unhindered by his disability. Increasingly, a bespoke solution using technology is proving to be effective and we will continue to implement these as needed. Increased care has been taken in the design of material so that it as accessible as it can be. This is an evolving journey and a consideration in all of our work going forward. We have been pleased to use the expertise of Pipi Learning in the design of our online learning material as we are assured that their material meets the standards of accessibility guidelines. |
| 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) | 1. Set specific goals for participation and achievement for disabled learners in the Goals and Objectives Use data for analysis to contribute to programme review and self-assessment processes |
|---|---|
| Current state | • A great deal of attention has been paid to these actions and the learning from them cannot be underestimated. When approaching the action of setting a goal for participation, it quickly became clear that there are many factors meant setting a quantifiable goal was not possible. Instead, our focus has been refined onto the second half of the goal which concentrates on the achievement of disabled learners. Monitoring of this has taken place as the quality of our data around disabilities has improved and parity of achievement has become the refined goal. This will be included in our organisational goals going forward. The analysis of data about learners with disabilities has been an extremely valuable tool in the implementation of this plan and this will continue to be a feature in our self-assessment processes to inform our approach to learner success in this area. |
| 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.
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 | • Accurate and useful data has been the key priority during the implementation phase of the Disability Action Plan. Improving the quality and the initial analysis that we have used during this period has been valuable and we have used the opportunity to implement it across our systems as ‘business as usual’. The NZQA iQAF review means that all of our current self-assessment systems are under review also and the use of data about disabilities will need to be considered in the approach that we move forward with. The review of the Learner Success Plan highlighted the potential for using our social media channels in ways that we haven’t thought of previously. This end we will develop a schedule for regular posting on our social media platforms about the supports and successes available for disabled learners. |
| 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) | 1. Implement the specific professional development for effectiveness in working with disabled learners Include requirement for specific training in induction & coaching checklists and also the Person Specification Match for relevant roles Use data to analyse effectiveness of Professional Development activities |
|---|---|
| Current state | • All three of these actions have been completed – although they lend themselves to never being completed – new staff will come, new learners will come and measuring of effectiveness of what we are doing will remain at the core of our approach to ensuring that we are meeting the needs and achieving parity for disabled learners. We recognise that our staff are our greatest asset in ensuring success and so a focus on keeping the team up to date is now systemised and this is addressed with actions in previous sections. |
| Next stage | Timeline |
|---|---|
| Covered in other sections | Not applicable |