Policy On Students
1.0 Disclosure of disability status
a) The college subscribes to the social model of disability and recognises it as a function of an impairment, the environment and societal attitudes. The definitions contained in this policy namely that of “impairment”, “students with disabilities” and “persons with disabilities” must be read together when deciding on the disability status of any person. MLTC will encourage voluntary disclosure in order to provide suitable support, but will not impose on any student to disclose their disability status.
b) MLTC will take all reasonable measures to protect the confidentiality of information that has been disclosed. Information is released to appropriate stakeholders only with the consent of the student (or, where applicable, the student’s parent or guardian).
2.0 Reasonable accommodation
MLTC respects and will implement the rights of students with disabilities to receive reasonable accommodation, when a student voluntarily requests disability-related accommodations.
A) The MLTC Disability Unit will facilitate the particular ways to best accommodate the student.
B) A consultative approach will be followed with the student requesting accommodation and, where necessary, MLTC will obtain expert opinion to determine the most effective form of accommodation. MLTC may decline requests for reasonable accommodation if it causes or may cause unjustifiable hardship to the College.
Students with disabilities will have equitable access to recreation and sport facilities on campus as far as feasible and affordable. Any special arrangements aim to minimise any detrimental impact by reason of disability and should not otherwise disadvantage or advantage the student with a disability.
3.5 Universal Design Principles for teaching and learning
a) Students must be evaluated on their abilities not their disabilities and, where practicable, methods of teaching and assessment be modified to take account of the differences experienced by students with disabilities.
b) Teaching methodologies and processes will be accessible to students with disabilities as far as is reasonably possible. Universal access and design principles will be applied in relation to the curriculum, including the content and design of training material, facilitation and teaching style, practical etc. to facilitate learning.
c) Any modification of programmes requirements or assessment methods will be discussed and agreed on by the Faculty (or nominee), the Disability Unit and the student. If, after due consideration, the view is that in a certain discipline or programme’s teaching methods and specific teaching environments pose insurmountable obstacles relating to a student’s level of impairment, and a genuine attempt has been made by all role players to seek solutions, the Disability Unit in consultation with the Faculty may advise the student to register for an academic programmes with fewer access impediments.
d) The College undertakes to encourage and support wherever possible: Universal Design Principles of learning in new academic programme offerings; and educating academic staff with regard to the range of reasonable accommodations, and alternative assessment modes.
4. COMPLAINTS AND DISPUTES
Students with disabilities are welcome to report concerns and request assistance and support to enable them to be included in all aspects of university life on equal terms with other students.
Step 1 – Any student who alleges prejudice or unfair treatment on the basis of disability or non-compliance with any of the provisions contained herein, has the right to lodge a formal complaint with the Disciplinary Committee. The Committee must launch an investigation into such a complaint received and must assist the College in deciding on required remedial action, if any. The Committee will liaise with role players within the
MLTC environment as applicable based on the nature of the dispute referred. Should the matter not be concluded to the satisfaction of the student concerned the matter may be escalated as set out below.
Step 2 – The matter is formally referred by the aggrieved student to the Vice Principal. The Vice Principal will engage with role players as he deems appropriate in order to come to some conclusion and for remedial action to be instituted, if necessary. The resolution of the Vice Principal is implemented.
Step 3 – Should the student be dissatisfied with the resolution he/she may escalate the matter to the Principal: Faculty meeting and Student Affairs, who again will engage with role players as he/she deem appropriate in order to come to some conclusion and for remedial action to be instituted, if necessary. The resolution of the Principal is confirmed or some alternative conclusion reached and implemented.
