What are some effective strategies to support learners with disabilities in VET?

1 Identify and communicate needs

One of the first steps to support learners with disabilities in VET is to identify and communicate their needs, strengths, goals, and preferences. This can be done through various methods, such as self-assessment, consultation, feedback, and documentation. By identifying and communicating their needs, learners with disabilities can inform their trainers, assessors, and support staff about the type and level of support they require, and how they prefer to learn and be assessed. This can also help to establish a positive and trusting relationship between the learner and the VET provider.

2 Provide reasonable adjustments

Another strategy to support learners with disabilities in VET is to provide reasonable adjustments to the learning and assessment processes, materials, and environments. Reasonable adjustments are changes or modifications that do not compromise the integrity or outcomes of the VET program, but enable learners with disabilities to participate on the same basis as other learners. Examples of reasonable adjustments include providing alternative formats, assistive technologies, extra time, flexible delivery, and individualised support. Reasonable adjustments should be based on the individual needs and preferences of the learner, and agreed upon by the learner and the VET provider.

4 Monitor and review progress

A fourth strategy to support learners with disabilities in VET is to monitor and review their progress and achievements regularly, and provide feedback and guidance. Monitoring and reviewing progress can help to track the learner's development, identify their strengths and areas for improvement, and evaluate the effectiveness of the support and adjustments provided. Feedback and guidance can help to motivate the learner, recognise their achievements, and address any issues or concerns. Monitoring and review should be done in consultation with the learner, and involve relevant stakeholders, such as trainers, assessors, support staff, and employers.

5 Engage with stakeholders

A fifth strategy to support learners with disabilities in VET is to engage with various stakeholders who can provide information, advice, resources, and opportunities for the learner. Stakeholders are individuals or organisations that have an interest or involvement in the learner's VET program, such as family, friends, peers, mentors, employers, industry bodies, disability services, and community groups. Engaging with stakeholders can help to build the learner's network, confidence, and skills, and facilitate their transition from VET to further education or employment. Engaging with stakeholders should be done with the consent and involvement of the learner, and respect their privacy and confidentiality.

6 Access additional resources

A sixth strategy to support learners with disabilities in VET is to access additional resources that can enhance their learning and support experience. Additional resources are materials, tools, or services that can provide information, guidance, or assistance to learners with disabilities or VET providers. Examples of additional resources include websites, publications, videos, podcasts, webinars, online courses, forums, helplines, and organisations. Additional resources can help to increase the learner's knowledge, awareness, and skills, and address any gaps or challenges they may face in VET. Additional resources should be relevant, reliable, and accessible for the learner.

7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?