In line with obligations under Commonwealth legislation, FTA is committed to providing a fair and equitable environment for personnel and clients that is free from discrimination, harassment, and vilification.

Access and equity ensures VET is responsive to the needs of clients whose age, gender, cultural or ethnic background, disability, sexuality, language skills, literacy, numeracy level, unemployment, imprisonment, or remote location may present a barrier to participation and outcomes.

Principles

• Equity for all individuals through fair allocation of resources
• Equality of opportunity without discrimination
• Access to quality training and assessment services
• Increased opportunity for participation in training

Disadvantaged Groups

• People with disability
• Aboriginal and Torres Strait Islander peoples
• Women
• People from non-English speaking backgrounds
• People in rural or remote areas
• Long-term unemployed

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Inclusive Learning

Inclusive learning is about fairness and opportunity. Everyone has the right to learn, but not everyone has equal access.

Core Commitments

• Everyone learns differently
  Trainers empower students to achieve their potential, ensuring they feel supported and valued.
• Inclusion is everyone’s responsibility
  Trainers use varied methods, encourage respectful interaction, seek feedback, and keep their skills current.
• Students bring existing skills
  Learning builds on prior knowledge and ensures relevance.
• Core skills underpin learning
  Oral communication, reading, writing, numeracy, and learning skills are continually developed and supported.

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Key Inclusive Learning Actions

Area	Actions
Understanding Student Differences	FTA identifies vocational goals and support needs before enrolment to ensure the right course and supports are provided. Trainers have access to diversity information.
Accessing Skills and Expertise	Inclusive learning skills are embedded in induction and reinforced through ongoing professional development.
Listening to Students	Student feedback informs course organisation and support.
Pathway Guidance	Flexible options and pre-enrolment guidance are provided so students can choose suitable pathways.
Core Skills Development	Trainers are supported to identify and respond to LLN needs, with encouragement to complete TAELLN411.

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Support for Students with Additional Needs

FTA complies with Commonwealth and State legislation including:

• Disability Discrimination Act 1992 (Cth)
• Anti-Discrimination Act 1998 (Cth)
• Anti-Discrimination Act 1977 (NSW)
• Disability Standards for Education 2005 (Cth)

This covers enrolment, participation, curriculum, support services, and protection from harassment.

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On the Same Basis

Students with disability are entitled to the same opportunities as others, supported by reasonable adjustments in:

• Admission and enrolment
• Course participation
• Access to facilities and services

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Reasonable Adjustments

An adjustment is reasonable if it balances the needs of the student with the interests of others. Considerations include:

• The nature of the disability
• Student views
• Effect on learning outcomes and independence
• Impact on others
• Costs and benefits

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Students’ Rights and FTA Responsibilities

Area	Students’ Rights	FTA Responsibilities
Enrolment	Right to admission and enrolment on the same basis, including adjustments.	Ensure accessible processes, consider equally, and consult with students about adjustments.
Participation	Right to access courses, services, and facilities with adjustments as required.	Take steps to ensure participation, consult, and review adjustments regularly.
Curriculum	Right to equal access to learning and assessment with adjustments.	Enable participation, consult students, and consider disability impact.
Support Services	Right to general and specialised services.	Ensure access, provide and facilitate specialised services.
Harassment & Victimisation	Right to a safe learning environment free from harassment.	Prevent, inform, act on incidents, and provide complaint processes.

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Process for Considering Adjustments

• Equitable access to services
• Advice provided where limitations exist
• Staff trained in equity, inclusion, and referral to support services
• Adjustments assessed while maintaining course integrity
• Students consulted before adjustments are applied
• Adjustments reviewed and varied if needed

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Unjustifiable Hardship

Adjustments may be limited if they cause unjustifiable hardship, considering:

• Benefits and detriments for all parties
• Disability impact
• Financial and operational capacity

If hardship is claimed, FTA documents reasons and informs the student.

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Reasonable Adjustments Examples

Student Difficulty	Example Adjustments
Concentration	Break assessments into smaller parts, provide rest breaks, separate venues, additional time, alternative assessment methods.
Expressing in writing	Allow oral assessment, provide scribe or interpreter, use text-to-speech tools, extra time.
Spelling/Grammar	Oral or digital assessment, assistive software, examples and models.
Numeracy	Additional time, calculator or talking calculator.
Understanding spoken info	Written instructions, plain English, interpreter, demonstrations.
Writing endurance	Recorder, oral assessment, PC use, scribe, extra time.
Reading print	Magnifiers, Braille, reader, screen readers, graphics, extra time.
Physical tasks	Alternative demonstrations, assistive technology, extra time.
Environments	Adjust lighting, provide suitable furniture, space for equipment, separate venues.

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Support Services

Service	Contact	Website
Lifeline	13 11 14	www.lifeline.org.au
Reading & Writing Hotline	1300 655 506	www.readingwritinghotline.edu.au
Kids Helpline	1800 551 800	kidshelpline.com.au
Drug Info	1300 85 85 84	www.druginfo.adf.org.au

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Discrimination, Bullying & Harassment

• Direct Discrimination: Excludes individuals based on irrelevant characteristics.
• Indirect Discrimination: Neutral rules that disadvantage some groups.
• Systemic Discrimination: Ongoing practices that reinforce inequality.

Bullying is repeated, unreasonable behaviour that creates risks to health and safety.

FTA is committed to:

• Preventing bullying, harassment, and discrimination
• Ensuring respect, dignity, and fairness
• Applying standards across all forms of communication, including digital

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Complaints Process

Informal

• Raise concerns directly if comfortable
• Manager may facilitate resolution

Formal

• Complaint in writing to CEO
• Investigation conducted (internal or external)
• Confidentiality maintained
• Outcomes may include training, apology, counselling, or disciplinary action

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Appeals

If dissatisfied with outcomes, appeals may be made to the CEO for review.

External bodies include:

• QLD: Anti-Discrimination Board of Queensland – 1300 130 670 | adcq.qld.gov.au
• National: Australian Human Rights Commission – 1800 620 241 | humanrights.gov.au

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