3 - Equity Issues
Ensuring students with impairments and students from non-English speaking backgrounds both meet the graduate profile and are treated equitably
Equity issues concerning access for students with impairments and appropriate adaptations to accommodate students whose first language is not English should be addressed in policy. For students with impairments, there are statutory requirements that reasonable accommodations be made such as allowing time variations and/ or interpreters (e.g. for students who are hearing impaired). Most tertiary institutions have such policies in place.
Professional development should be available for staff to access providing skills and knowledge to assist in the provision of quality education for students with impairments.
Policy should also be evaluated to examine the extent to which the graduate profile and/or professional registration require English language proficiency at certain levels which students must master. Particular disciplinary requirements should provide justification whenever higher levels are specified.
Speaking a first language other than English may not materially affect the extent to which the student has mastered the content but may require other adaptations to be equitable, such as adjusting the time allowed for examinations and essays. Most tertiary institutions have yet to develop policy regarding different levels of English proficiency expected during a programme (as opposed to requirements on entry). There should be support along the way for both students and staff to ensure that equity is not compromised unfairly without appropriate accommodations.
Case Studies from the Symposium:
One paper in the Symposium proceedings addresses the issue of English language proficiency, describing how Chinese students are the ones who must accommodate expectations and how they approach learning tasks to do so (Tait).