Educator responsibilities for inclusive education
As university educators, we have a responsibility to create environments where all students can learn, participate, and succeed. Inclusive education is not only a pedagogical commitment; there are also legal and ethical obligations for education providers.
What legislation informs my practice?
Legislation provides the legal framework that underpins equitable practices in education. This sets out requirements that educators must take proactive steps to support all learners. These laws exist because education is a fundamental right for all people.
In Australia, universities are legally required to provide environments where students are not discriminated against based on protected attributes such as disability, race, gender, sexual orientation, and religion.
- The Disability Discrimination Act 1992 (Cth) prohibits discrimination and the Disability and Social Services Regulation Amendment Act 2003 (Vic) strengthens rights and protections.
- The Disability Standards for Education 2005 (Cth) specifies obligations for education providers and reasonable adjustments.
- The Equal Opportunity Act 2010 (Vic) covers responsibilities and obligations in educational settings.
- The Racial Discrimination Act 1975 (Cth) and Sex Discrimination Act 1984 (Cth) protect against other forms of discrimination.
Note
Legislation is continuously updated. For the most up to date guidance, monitor TEQSA's guidance notes.
What Monash policy and frameworks inform my practice?
Inclusive education at Monash is shaped by the Learning and Teaching policy and strategic frameworks that prioritise equity and inclusion.
Explore the tabs below to learn more.
The Learning and teaching policy outlines the principles that inform teaching at Monash to ensure excellent student experience and outcomes. Together with the Courses and Units Policy and the Assessment and Academic Integrity Policy it outlines a framework for education at Monash. To achieve this, teaching needs to recognise and value the diverse backgrounds, knowledge, and experiences that students bring to their studies. This policy promotes teaching that is inclusive, challenging, innovative, and learner-centred, incorporating effective use of appropriate technologies and reasonable adjustments to ensure all students have equitable opportunities to succeed. Staff should also have the opportunity to share excellent, innovative, and inclusive learning and teaching practices.
The Equity, Diversity and Inclusion (EDI) Framework aligns with our responsibilities under the federal Disability Discrimination Act 1992, the Victorian Equal Opportunity Act 2010, and our own internal commitments to fairness and access. It sets out the university’s vision to create a learning environment where all students can thrive, regardless of background, ability, or identity. The EDI Framework outlines a number of principles you can use to shape your practice:
Intersectional
Inclusive practice recognises that individuals hold multiple, interconnected identities that shape their experiences. Applying an intersectional lens acknowledges these interrelationships and how they influence learning. Intersectionality is discussed in more depth in the next section, Knowing your students.
People-centred
Inclusive practice begins with understanding who your students are and what supports they need. Knowing your students enables you to tailor your teaching to meet diverse needs and strengths.
Whole-of-Community
Inclusive practice is a shared responsibility. The entire Monash community plays a role in progressing equity, diversity, and inclusion.
Dynamic and interactive
Inclusive practice continually evolves. As you learn, reflect, and respond to your students and context, your teaching will grow and adapt over time.
Alongside the Equity, Diversity and Inclusion Framework 2022–2030, the Disability and Accessibility Action Plan (DAAP) 2024–2030 outlines how Monash will become a more inclusive place to learn and work. It responds to our legislative obligations and embeds a whole of institution action to ensure people with disabilities can thrive through intersectional, inclusive, and accessible practices across all campuses.
The Education Performance Standards define the expectations for effective teaching and learning at Monash, aligning academic practice with principles of equity, diversity, and inclusion. These standards identify the expectations of educational practice at Monash and impact on student learning. They guide educators in designing and teaching responsive, student-centred programs and environments that are accessible and apply inclusive approaches. The table below outlines the Standards areas of impacts and its alignment with inclusive practice.
Impact on student learning | Impact on educational knowledge | Impact on educational environment | |||||
Effective teaching and learning | Responsive program design | Student- centred orientation | Professional learning engagement | Pedagogical content knowledge | Education research performance | Education innovation | Education leadership |
✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ |
Your Faculty will have a representative on the The Equity, Diversity and Inclusion (EDI) Committee, which is a steering committee reporting to the Vice-Chancellor’s Executive Committee (VCEC). Alongside this, your Faculty or School may also have its own internal policies, working groups or committees that support EDI initiatives in your area.
Reflect
- Are you aware of how your unit or program aligns with these frameworks?
- What small steps could you take to make these policies visible in your day-to-day teaching?