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Learning Accessibility Consultant

Murdoch University - Murdoch, WA

Education, Childcare & Training
Source: uWorkin



Position Learning Accessibility Consultant

Position Number 2617A01 Level/ Classification: 0708

Reports to Access and Inclusion Team Leader

Directorate Access Wellbeing & Equity

Position Purpose

Located in Access, Wellbeing and Equity, the Learning Accessibility Consultant provides a range of

activities, both strategic and inperson, which facilitate access, transition and success for students

with disability and health conditions across all of Murdoch University’s campuses.

The primary function of the role is to work with academic staff to support the integration of

Universal Design for Learning (UDL) across unit and curriculum offerings and promoting a culture

of accessibility for all across all course offerings.

The Learning Accessibility Consultant will also provide education and training to staff and students

in relation to the use of accessible technologies and universal design tools and strategies.

For those students whose needs are not met through the UDL initiatives in place, this position will

work with individuals to identify and recommend appropriate reasonable adjustments.

About Murdoch University

Murdoch University helps people discover how to make a difference, through education and

research endeavour, and remains one of the most inclusive universities in the country, providing

students with quality education and recognised academic standing within an engaging and caring

environment. We are a university for all, irrespective of background and social standing with a

focus on social equity, self-direction and freedom of thought and belief.

With strong links to government, business and the community, Murdoch University helps people

discover how to make a difference. We are a young, innovative and enterprising university with

more than 23,000 students and 1,700 staff across Perth, Singapore and Dubai. We are committed

to high quality education, innovative research, and strong community engagement both locally

and internationally.

We are clear about our two core goals: to educate free thinkers who thrive in society and are

sought after by employers; and, to provide life changing solutions for the world’s big challenges

through our outstanding translational research and innovative practice.

Reporting Relationships

Key Responsibilities / Duties

1. Provide expert advice and support in universal design for learning (UDL), educational

development, and pedagogies in relation to increasing access to students, particularly

those with a disability, across diverse programs and courses in face-to-face and online

University environments.

2. Proactively build partnerships between Access and Inclusion, PVCE Learning and Teaching

and identified College staff to enable effective and innovative curriculum design,

pedagogy, learning environments and engaging teaching practices to facilitate student


3. Utilise data sources and specialized knowledge to inform prioritisation of supports and

development of models of working in units and disciplines where students with disability

or health conditions present in high numbers or that attract those with higher complexity

of support needs.

4. Provide strategic project support for accessibility outcomes in learning and teaching

initiatives to produce effective and sustainable results that are achievable within time and

budget constraints aligning to University objectives.

5. Utilise specialist skills and contemporary knowledge in the fields of education and/or

disability, to develop and facilitate workshops/educational programs for staff to enhance

support for students with disability or health conditions and to promote inclusive and

equitable practices.

6. Proactively contribute to initiatives within curriculum management and policy, and student

& library services to build and maintain process and policy frameworks that support the

inclusion and success of students with a disability.

needs of students with a disability or health condition.

8. Maintain currency of knowledge of technologies that support or enhance learning for

students and apply this knowledge to provision of support and the development and

implementation of relevant actions in the Technology Enhanced Learning (TEL) strategy in

relation to accessibility and UDL.

9. Provision of individualized support through recommendation of appropriate and evidence

based, reasonable adjustments for students with disability or health conditions whose

needs are not met through the UDL initiatives in place.

10. Participate in development and implementation of actions in relevant university strategies

and plans that contribute to the success, wellbeing and inclusion of students with

disability or health conditions, with particular focus on supporting the development and

implementation of a contemporary and achievable Disability Access & Inclusion Plan

11. Maintain currency of knowledge through continuing engaging with relevant educational

and training activities such as attending conferences, seminars, workshops and accessing

relevant literature in journals as directed by the Access & Inclusion Team Leader

12. Maintain currency of professional registration (where applicable); registration as

Professional Member of Australian Tertiary Education Network on Disability (ATEND); and

other related state and national bodies to enable effective cross institution networking

13. Provide consultative services to students, future students and staff in relation to

procedural and professional advice on disability and accessibility related matters,

including policy, legislative and compliance requirements and application of this

knowledge to review University standards, policies, procedures, guidelines and resources

that support sustainable inclusive educational practices for students with disability.

14. Build and maintain a strong collaborative culture within and across professional and

academic teams, developing a working environment that nurtures respect, facilitates staff

innovation, encourages creativity and drives outcomes.

15. Embody the University’s values within and beyond the University, building equity, inclusion

and diversity and encouraging social responsibility.

16. Undertake other duties as required by the Access & Inclusion Team Leader or the Senior

Manager Access, Wellbeing & Equity, including providing leadership support to the Access

& Inclusion Team and university community in place of the Access & Inclusion Team


Guiding Principles and Values / Code of Ethics and Code of Conduct

The founding principles upon which Murdoch University was established continue unabated today.

We continue to be guided by the principles of:

  • Equity and Social Justice
  • Opportunity
  • Sustainability
  • Global Responsibility

These Murdoch principles come to life through our culture as evidenced by being an institution

where the following are clear:

  • Respect and Diversity
  • Purpose
  • Excellence and Future-focus

All staff will comply with the University’s Code of Ethics and Code of Conduct and demonstrate a

commitment to its Equity, Diversity and Safety principles and the general capabilities of personal

effectiveness, working collaboratively and demonstrating a focus on results.

All Staff are to complete a Development Review Annually. Details of the University policies on

Development Review can be accessed here. A Commencing Development Review should be

completed within 3 months of commencement.

Selection Criteria


1. Minimum of a Bachelor degree in Disability or Allied Health with at least 2 years’

experience in accessible learning design or teaching or Bachelors degree in Education

with at least 2 years’ experience supporting students with disability

2. Knowledge and professional experience of disability, medical and mental health

conditions, their management, and functional implications with ability to apply knowledge

to an educational setting.

3. Knowledge of universal design for learning (UDL) in both face-to-face and online learning

environments and the issues relevant to design and delivery in these different modes in

the higher education sector and demonstrated application of UDL within the delivery of

training, workshops, or other learning environments.

4. Knowledge of use of contemporary technologies in educational settings, including fluency

in PC and Mac technology platforms with the ability to utilise accessibility features.

5. Ability to contribute to a culture of change in learning and teaching practice in reference to

UDL, with the demonstrated skills to lead, motivate, inspire, and deliver quality outcomes.

6. Highly effective communication and interpersonal skills, and the demonstrated ability to

interact constructively and collaboratively with students, staff at all levels of the

organisation and external stakeholders.

7. Demonstrated high level of organisational, time and workload management skills,

including the ability to work as a team and autonomously, prioritise workload to meet

strict deadlines and application of effective problem solving skills whilst responding to

rapidly changing and/or time sensitive circumstances.

8. Demonstrated experience in socially inclusive practice, including person-centred


9. Ability to travel and work across Murdoch’s campuses.


11. Experience in policy development and implementation in relation to disability, anti-

discrimination and/or equal opportunity legislation.

Work Requirements

1. Ability to work outside of normal office hours when required.

2. Australian residency or possession of a valid visa with work entitlement in Australia.

3. Police check and Working with Children Check