Focus Area 3: Learning, teaching and research

Goal: The University provides an inclusive experience, demonstrates best practice disability inclusion and accessibility principles in teaching and research, and supports and promotes the success of researchers with disability

Outcome 3.a: Best practice in inclusive teaching and learning, including Universal Design for Learning, is embedded into academic programs across the University

Indicator:

Increase staff knowledge and understanding of implementing Universal Design for Learning practices

Measures:

  • Proportion of teaching and learning staff who have completed training related to disability awareness and inclusive teaching practice
    • Baseline: to be established in 2026 from TrainMe data
  • Proportion of staff with disability who agree or strongly agree that the University demonstrates best practice disability inclusion principles in teaching and research
    • Baseline: 12% of staff with disability (DIAP Staff Survey 2025)
  • Proportion of students with disability who always/often feel included by the learning experience at the University
    • Baseline: to be established in 2026 from DIAP Student Survey data

Outcome 3.b: The University provides an accessible and inclusive experience where researchers, including graduate researchers, with disability are supported to succeed

Indicator:

Improve support for researchers with disability

Measures:

  • Proportion of academic staff with disability who agree that the University promotes the success of researchers with disability
    • Baseline: 13% of staff with disability (DIAP Staff Survey 2025)
  • Proportion of academic/graduate researcher supervisors who have completed training related to disability awareness and inclusive supervisory practice
    • Baseline: to be established in 2026 from TrainMe data
  • Proportion of Academic Adjustment Plans provided to graduate researchers
    • Baseline: 3.35% of students registered for ongoing supports are graduate researchers, while 8.9% of all students are graduate researchers (Student Equity and Disability Services data 2025; University of Melbourne student data 2025)

Actions for this focus area:

3.1: Develop and launch a compulsory Accessible Learning and Teaching eLearn for learning and teaching staff

Indicative timeline to commence: 2026
Executive Lead: Director, Diversity & Inclusion
Link to outcomes: 3.a

3.2: Provide ongoing professional development on accessibility and universal design for learning

Indicative timeline to commence: 2026
Executive Lead: Executive Director, Student & Scholarly Services and Academic Registrar
Link to outcomes: 3.a

3.3: Introduce a mechanism for recognising subjects which demonstrate inclusive teaching practice

Indicative timeline to commence: 2026
Executive Lead: Deputy Vice-Chancellor (Education)
Link to outcomes: 3.a

3.4: Integrate ‘Inclusive Learning’ as a priority theme across Education at Melbourne initiatives and digital hub

Indicative timeline to commence: 2026
Executive Lead: Pro Vice-Chancellor (Students and Education)
Link to outcomes: 3.a

3.5: Strengthen the member-driven model of the Community of Inclusive Learning1 by:

  • Reviewing member needs and engagement preferences
  • Establishing opportunities and supports for community members to organise events, workshops, or other activities

Indicative timeline to commence: 2026
Executive Lead: Executive Director, Student & Scholarly Services and Academic Registrar
Link to outcomes: 3.a

3.6: Embed the Inherent Requirements Framework2 in policy and practice across the University

Indicative timeline to commence: 2026
Executive Lead: Deputy Vice-Chancellor (Education)
Link to outcomes: 3.a

3.7: Convene a working group to develop a University-wide approach to coordination of supports for graduate researchers with disability that includes principles for the provision of reasonable adjustments across study, academic development and employment contexts

Indicative timeline to commence: 2026
Executive Lead: Director, Diversity & Inclusion
Link to outcomes: 3.b

3.8: Develop and implement initiatives to support researchers with disability (including graduate researchers and academic staff) to engage in research on an equitable basis with their peers, including through:

  • promotion of an inclusive research culture
  • targeted research and grant application supports
  • findable resources and information

Indicative timeline to commence: 2026
Executive Lead: Deputy Vice-Chancellor (Research)
Link to outcomes: 3.b

Next page: Focus Area 4

Footnotes

1 The Community of Inclusive Learning (COIL) is a community of practice for University of Melbourne staff
2 The Inherent Requirements Framework will establish a standardised University approach to identifying and communicating course inherent requirements