Service charter and Guidelines

Swinburne commits to providing equal educational opportunities for people living with a disability, mental illness or ongoing medical condition, and people with primary carer responsibilities.

We will negotiate a range of reasonable adjustments to ensure that students have equal opportunity to access and participate in education at Swinburne. We promote independence and encourages the use of adaptive technology.

We take pride in the support we provide. All our services are negotiated and provided in accordance with the Disability Discrimination Act (Cth) 1992, Disability Standards for Education (Cth) 2005, and the Carer Recognition Act (Cth) 2010.

AccessAbility Services’ service charter 

We will aim to: 

  • Assist students to access information before and during your study that is relevant to your educational experience, to enable informed choices.
  • Give timely responses to queries (within two business days) and refer you to the appropriate department if unable to assist directly.
  • Behave honestly, professionally and ethically, accept accountability and responsibility for our actions.
  • Acknowledge and respect the privacy of individuals. All health information will be kept confidential in accordance with Swinburne’s privacy policy. Documentation will be stored electronically in a secure location within the Student Management System.
  • Commit to continuously improve our performance through review. We will be open to new ideas, actively receive feedback, and identify and implement improvement opportunities.
  • Acknowledge and respect diversity in our students and their individual requirements.
  • Assist you to access learning resources.
  • Treat you with dignity and respect and uphold child safety standards, so that you can enjoy an environment free from all forms of harassment and discrimination.
  • Provide you with advice on how to access and lodge feedback through the complaints and feedback process.
  • Take every opportunity to educate and support Swinburne staff with equitable access to education.

Students living with disability and students with carer responsibilities guidelines