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A Learning Access Plan (LAP) is a personalised document that lists reasonable adjustments made for a student at Bond University. 

According to the Disability Standards for Education (2005) a Reasonable Adjustment is a measure (or group of measures) implemented by an education provider to assist a student with a disability to apply, enrol and participate in a course or program and utilise the facilities and services of the institution on the same basis as a student without a disability.

LAP's will be endorsed by their faculty before being communicated with the student and their educators. Students should then proactively reach out and discuss their LAP with their educators.  

Bond University is committed to providing personalised support to each student based on their individual needs.

We will always make every effort to accommodate reasonable adjustments; however, the University acknowledges that resources and facilities may sometimes be limited. Students are encouraged to connect with Accessibility and Inclusion as early as possible to plan and organise their adjustments.

Because reasonable adjustments are tailored to each student’s circumstances, support needs, and the inherent requirements of their program, it’s not possible to provide an exhaustive list of available adjustments.

Reasonable Adjustments 

The Disability Discrimination Act 1992 (DDA) provides protection for everyone in Australia against discrimination based on disability. Under this Act, through the Disability Standards for Education 2005, educational institutions are required to provide reasonable adjustments for students with disabilities or health conditions.

Reasonable adjustments are modifications made to learning environments, teaching methods, or assessment formats. These adjustments are designed to help students with disabilities or health conditions participate in education on an equitable basis with other students. The purpose of these adjustments is to ensure that all students have fair access to educational opportunities while still meeting the core requirements of their courses.

Educational institutions must consider the needs of all parties involved when implementing reasonable adjustments. They are permitted to maintain what are called inherent requirements - these are the essential components of a course that cannot be altered without compromising its integrity. If a student cannot meet an inherent requirement even with adjustments, the institution should provide guidance and support to help the student explore alternatives. It's important to understand that institutions are not required to make adjustments that would cause unjustifiable hardship to the organisation, though they must demonstrate why such hardship would occur.

To create a Learning Access Plan (LAP), you’ll need to provide supporting documentation from a qualified health practitioner. This documentation must:

• Include information about your condition or diagnosis
• Describe how your studies may be affected by your condition or circumstances
• Specify whether your condition is permanent, ongoing, or temporary (and if temporary, the expected recovery timeframe)
• Be recorded in a Health Practitioner Report, a letter, or an official report
• Include the practitioner’s provider number and/or stamp, and be dated and signed
• Be written in English (or translated by an accredited translator)

Health Practitioner Report Form

It’s recommended that incoming students with a disability or health condition register with Accessibility and Inclusion before commencing their studies. Learning Access Plans (LAPs) outlining approved reasonable adjustments can be finalised up to the end of Week 2 each semester. After this time, adjustments will be implemented where possible; if they cannot be accommodated within the current semester, they will be applied in the following semester.

Students and their educators will receive a copy of the Learning Access Plan (LAP) once it has been approved by the Faculty. Students are encouraged to contact their educators early in the semester to discuss their LAP and how reasonable adjustments will be applied in each subject. If you have any questions or concerns, please contact the Accessibility and Inclusion Advisor.

Subject educators typically arrange mid-semester exams within each faculty. If you have questions about how your reasonable adjustments apply to these exams, please contact your educator first. If your query isn’t resolved, you can then reach out to the relevant Student Affairs and Service Quality (SASQ) team for your faculty.

End-of-semester exams are organised centrally by the Timetabling and Exams team and usually take place between Weeks 13 and 15. Students with approved reasonable adjustments for examinations will receive an email from the Timetabling and Exams team confirming their specific arrangements.

If you have any questions about your end-of-semester exam arrangements, please contact the team at [email protected]

Students with permanent conditions that do not fluctuate are generally issued an ongoing Learning Access Plan (LAP). Your first LAP may include an expiry date to allow an opportunity for review and check-in. Please take note of this date and contact the Accessibility and Inclusion Advisor if you have any questions or would like to confirm whether your LAP applies for the duration of your degree.

Please contact the Accessibility and Inclusion Advisor if you require additional support or would like to review or modify your reasonable adjustments.

For assistance with the provision of approved reasonable adjustments or help resolving any related issues, you can also contact your faculty’s Student Affairs and Service Quality (SASQ) team.

Students are encouraged to contact the Accessibility and Inclusion Advisor if their condition changes and they require additional support or reasonable adjustments. You can book an appointment or email Accessibility and Inclusion to discuss your needs.

The University will endeavour to make its facilities accessible to all students. All buildings are designed and constructed in accordance with the appropriate Australian standards.

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Bond University has plans and processes in place to ensure the safe evacuation of all staff, students and visitors to the campus.

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Students with a disability or temporary medical condition can apply for a Personal Emergency Evacuation Plan (PEEP). A PEEP will ensure students are prepared to self-evacuate or reach safety in the event of an emergency. 

For more information, please contact the Accessibility and Inclusion Advisor. 

CONTACT 

The University has two Parent's Rooms on campus:

- Level 1, Building 9 - Room Facilities: feeding chair, microwave, sink, hot water and change table
- Level 4, Building 5 - Room Facilities: feeding chair (change table and kitchen facilities located adjacent to room)

The rooms are available for breastfeeding mothers and other parents/carers who may have children on campus.

Students with approved study adjustments outlined in their Learning Access Plan (LAP) have access to the Library Assistive Technology Room (ATR). Bookings can be made through the Bond Library website via  Libcal. 

Students who would like to access the Sensory Room are encouraged to contact the Accessibility and Inclusion Advisor for more information and access arrangements.

Bond University students have access to a suite of Accessibility resources. 

Accessibility resources

The Australian Disability Discrimination Act (DDA) makes it unlawful for a tertiary education institution to discriminate against a person with a disability on the grounds of disability. The DDA specifically includes learning disability in its definition of disability. 

The Australian Human Rights Commission can investigate complaints of discrimination, harassment and bullying based on a person's disability. This includes temporary and permanent disabilities; physical, intellectual, sensory, psychiatric disabilities, diseases or illnesses; medical conditions; work related injuries; past, present and future disabilities; and association with a person with a disability.

The Disability Standards for Education 2005 clarify the obligations of education and training providers and seek to ensure that students with disability can access and participate in education on the same basis as students without disability. The Standards were developed under the Disability Discrimination Act 1992 and came into effect in August 2005. 

Bond University Accessibility and Inclusion Policy 

The purpose of this Policy is to ensure all current and prospective students, carers of students, and staff with disability have inclusive access to Bond University’s buildings and facilities, services, information, events and academic programs in accordance with the obligations Bond University has under the Disability Discrimination Act 1992 and Disability Services Act 2006.

Feedback is valued as it gives Bond University insight into the student experience and allows Bond to pursue continuous improvement. 

Feedback can be:

Complements: Has someone gone above and beyond?

Complaints: Has a service not met your expectations?

New ideas or suggestions: Do you have an idea of how to make things better? 

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