ࡱ> q` )'bjbjqPqP 5t::%^)^)^)8)$) fj**"******CfEfEfEfEfEfEf$.hhjif@0**@0@0if**~f333@0p**Cf3@0Cf33\lCa** `^D^)0pg^*af0f^k 1 kTCakCa<*dX,3V-".***ifif@3d***f@0@0@0@0D$^)^) PHOENIX PARK NEIGHBOURHOOD HOUSE DISABILITY ACTION PLAN 2008-10 Phoenix Park Neighbourhood House is situated within the Phoenix Park Community Centre, Rob Roy Road, East Malvern, a Council operated and owned two level facility which acts as a community hub. Along with the Neighbourhood House and Community Centre, the hub incorporates the Phoenix Park library, a caf and the Phoenix Park Skate Park. The Community Centre includes a number of multipurpose rooms, a basketball stadium, conference space, accessible toilets, storage room and kitchen facilities. The Neighbourhood House runs a variety of educational and recreational activities and support groups for adults and children. It is funded by the City of Stonnington and the Department of Planning and Community Development and run by a volunteer Committee of Management. This committee includes people with a disability. The Neighbourhood House is currently accessed by a number of people with a disability, in particular from local disability organisations Scope and MECWA Phoenix Park Mission:- To provide accessible and affordable courses, programs and services designed to enrich the lives of all our community, regardless of age, ability or background, and to encourage a sense of belonging in the community. The Disability Action Plan The aim of this Plan is ensure compliance with the Disability Discrimination Act 1992 and the Disability Standards for Education, 2005. Process The development of the Phoenix Park Neighbourhood House Disability Action Plan involved: A physical audit of the premises Consultation with stakeholders: the Committee of Management, the manager, participants with and without a disability, teachers, admin staff and external stakeholders (Scope and MECWA) either through interview or written survey Policy analysis PHYSICAL ACCESS Aims: To provide physical access to all facilities for all participants Barriers identifiedActions needed to overcome barriersProcessBy (time frame)How we know the barrier is overcomeResponsibility  Access to second level for people with mobility impairment is currently via a long outside ramp with no shelter Installation of a lift Liaison with City of Stonnington (COS) re installation of lift Dec 2010 People with mobility impairments able to access second level COS Current accessible toilet has no change table needed for people with high support needs who access the facility Purchase of a change tableLiaison with COS re purchase and installation of change tableJune 2010People with high support needs able to access toilet  COSAccessible car parking inaccessible on certain days (e.g. immunisation days)Provision of 2 more accessible parking spacesLiaison with COS re installation of 2 more accessible parking spotsDec 2010Accessible parking available whenever needed  COS COMMUNICATION Aims: To ensure all information (i.e newsletters, programs, notices, forms and policies) is accessible to all participants Barriers identifiedActions needed to overcome barriersProcessBy (time frame)How we know the barrier is overcomeResponsibility Some participants expressed difficulties in finding out what was going onIncreased participation in activities by people with a disability1. Graphics/ pictures to accompany written information where possibleUse of ClipartJuly 2008Manager/ admin staff2. Large print formats to be available on request Use of large print fonts July 2008Manager/ admin staff3. Noticeboard to be placed at level accessible to people using wheelchairsPurchase and installation of noticeboardDec 2008Manager COS4. Policies relevant to participants to be available to all participantsa)Participant Grievance Policy, Code of Conduct, Enrolment Policy, Access and Equity Policy, Harassment Policy to have Plain English/Easy English version b) Participants to be handed or made aware of above policies on enrolment  Dec 2009Manager Committee of Management PARTICIPATION Aims To provide teachers and admin staff with skills to communicate with all participants To provide teachers with skills to make reasonable adjustment to their teaching provision and materials to enable people with a disability to participate in their classes in line with the Disability Standards for Education 2005 To ensure clarity of support worker roles To clarify student/teacher behavioural expectations Barriers identifiedActions needed to overcome barriersProcessBy (time frame)How we know the barrier is overcomeResponsibility 1.Lack of skills by some teachers and admin staff in communicating with people with a disability 2. Lack of skills by some teachers to adapt courses and materials to be accessible by people with a disabilityTraining in disability awareness, communication and curriculum/ materials adaptationGreater participation of people with a disability in generic activities Provision of Tip Sheets to admin staff and teachersImmediateManagerLiaison with COS re provision of training course preferably tacked onto staff meetings or other pre existing meeting times Mar 2009ManagerLack of clarity regarding roles of support workersDevelopment of Support Worker PolicyDevelopment of draft Support Worker Policy Consultation with teachers and support workers Ratification of Support Worker Policy Distribution of policy to support workers and teachersDec 2009Decrease in complaints regarding support workers Manager Committee of ManagementLack of knowledge by teaching staff in dealing with inappropriate behavioursDevelopment of Code of ConductDraft Code of Conduct Consult with teachers and class members with and without a disability Ratify Code of conduct and distribute to all teachers and participantsDec 2008Greater participation of people with a disability in generic classesManager Committee of Management Teachers Participants POLICY DEVELOPMENT Aims To ensure policies are compliant with the Disability Standards for Education, 2005 and promote inclusion of all participants To ensure relevant policies are accessible to all participants Barriers identifiedActions needed to overcome barriersProcessBy (time frame)How we know the barrier is overcomeResponsibility Enrolment Policy does not conform to the Disability Standards for EducationUpdating of Enrolment Policy to include statement to the effect that where a participant has special needs discussion will take place with the participant and an advocate if wished as to whether these needs can be met without incurring unjustifiable hardship and what alternatives are available.Rewriting of policy Distribution of policy to participants on enrolmentJune 2009Policy conforms to Disability StandardsCommittee of ManagementParticipants have no formal means of expressing complaints or grievancesDevelopment of Grievance PolicyDraft Grievance Policy in Plain English/Easy English Consult with participants Ratify policy and distribute to participantsJune 2009Grievance Policy in placeCommittee of ManagementHarassment policy makes no mention of disability which is a requirement of the Disability Standards for EducationRewrite Harassment Policy to include harassment on the grounds of disabilityDraft Harassment Policy in Plain English/Easy English Consult with participants Ratify policy and distribute to participantsJune 2009Harassment Policy conforms to Disability Standards for EducationCommittee of ManagementPolicies relevant to participants are not easily accessible to people with a disabilityRewrite: Enrolment Policy Harassment Policy Access and Equity Policy Code of Practice In plain English and Easy English versions\ Rewrite policies Have large font version available if required Distribute to participants on enrolmentDec 2009Policies available in Easy English and large print formatsCommittee of Management Manager     PAGE  PAGE 3 @AB1 3 4     $ &  y *,2uvln   #ȻՕՕՃh!OJQJ\^J h6G%6]h6G%CJOJQJ^Jhl56OJQJ^Jh!hlOJQJ^Jh!5OJQJ\^Jh6G%5OJQJ\^Jh6G%OJQJ\^Jh!5OJQJ^Jh6G%5OJQJ^Jh6G%OJQJ^J3@AB3 4   &  & +,2tuv & F$a$'('v$If$IfmnC=====$Ifkd$$Ifl/ֈ,D%|)3;  8% o0|;64 la $If E??????$Ifkd$$Iflֈ,D%|)3;  8% o0|;64 la $%r?kd$$Iflֈ,D%|)3;  8% o0|;64 la$If#% "#&45;56&'(=>,-59:tuZ[o鶦阶zh6G%5OJQJ\^J!hlhl56OJQJ\^Jh!h6G%OJQJ\^Jh!h6G%6OJQJ\^Jh!hl6OJQJ\^Jh6G%h!OJQJ\^Jh!OJQJ^Jh6G%OJQJ^Jh6G%OJQJ\^Jh6G%5OJQJ^J0 !?kd$$Iflֈ,D%|)3;  8% o0|;64 la$If!"#$%&45;%5$If$If & F56D>>>>>>$Ifkd$$Ifl/ֈ,D%|)3;  8% o0|;4 la'(=F@@@@@@$Ifkd$$Iflֈ,D%|)3;  8% o0|;4 la=>?qrF@@@@@@$Ifkd$$Iflֈ,D%|)3;  8% o0|;4 la#,@kdz$$Iflֈ,D%|)3;  8% o0|;4 la$If,-59:;@kdd$$Iflֈ,D%|)3;  8% o0|;4 la$Ifijktu}$IfFDDDDDDkdN$$Iflֈ,D%|)3;  8% o0|;4 la%YZ[o$If & Fo7kd8 $$Ifl/ֈ>u$)3;.| 7 9 m0|;64 la$If$IfQR$%-.Fx-Mv  C ""##$@%X%Y%k&s&t&&&&&'''''' ' ' ' ''''''''!'"'๵h! h!0Jjh!0JUhxjhxU!hlh6G%56OJQJ\^Jh!h6G%OJQJ\^Jh6G%OJQJ\^Jh6G%5OJQJ^Jh6G%OJQJ^J>APQ$If  9r $IfQRSTE??5?? 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