Our Disability Resource Centre is taking the lead in inclusive education

For many years, Deakin University has been at the forefront of championing access and inclusion in higher education. 

We were the first Australian university to employ a dedicated Disability Resource Officer, which lead to the establishment of today’s Disability Resource Centre (DRC) in 1980. 

Following a donation from Alfred Deakin’s youngest daughter, the Centre was originally known as the Vera White Centre for the Disabled before being renamed in 1986 to the Lady Vera White Resource Centre. 

‘The DRC will continue to keep an eye on the “true north” of inclusion to provide genuine opportunities for students in all that we do.’

 

The late Lady Vera White was a long-time philanthropist and tireless charity worker and volunteer who supported the University’s philosophy of providing long-distance education, commenting that it matched her late father’s view of equal opportunity in education. 

Nearly 50 years on, Deakin’s Disability Resource Centre continues to support thousands of students with disabilities, health or mental health conditions. In 2024, 17.4% of domestic students identified with a condition, and almost 10% of all students accessed DRC services to help them thrive at university. 

Whether it’s working to improve the accessibility of the physical and digital environment or identifying reasonable adjustments that facilitate participation, the DRC remains essential in fostering an inclusive educational environment. 

Nothing about us, without us 

We spoke to Lisa Kavanagh, Disability Liaison Officer, about how access and inclusion for people with a disability has evolved over the years. 

‘Possibly the biggest change over the years has been in attitudes. Assumptions about people’s limitations were pervasive 50 years ago, and disclosing disability, or mental illness, often resulted in people experiencing stigma and discrimination,’ said Ms Kavanagh. 

It was often assumed that people with a disability couldn’t complete a university course, but through skilled, persistent and capable disabled people accessing and succeeding at Uni, attitudes and awareness have evolved. Societal attitudes have also grown as we understand that disability, neurodivergence and health issues affect so many of us. 

‘The voice of disabled people and the pride in identity has also been a huge and exciting evolution. Students are seen as experts in their experience and co-design is no longer tokenistic, but essential.’

‘The voice of disabled people and the pride in identity has also been a huge and exciting evolution. Students are seen as experts in their experience and co-design is no longer tokenistic, but essential.’ 

This supports the theme of the first-ever Pathways Conference, held at Deakin University in 1991 – ‘Nothing about us, without us.’ The bi-annual conference brings together disability practitioners and a range of other professional and academic staff, and students with disability to identify and remove barriers for people with disability participating in tertiary education and training. 

We know that our students with a disability engage with every course and every service at Deakin. 

‘The DRC will continue to keep an eye on the “true north” of inclusion to provide genuine opportunities for students in all that we do,’ said Ms Kavanagh. 

The DRC works closely with colleagues in the Counselling and Psychological Support (CAPS) team to deliver two programs for neurodivergent students: 

• A peer mentoring support program, NAVIGATE, supports autistic students in their transition to study and life at Deakin. 

• A six-week peer support program supports students with ADHD in trimesters one and two each year. 

There have been many achievements over the years due to the dedicated work of the DRC. Some of those successes result in: 

• more confident and independent students who are successful with their studies 

• students who allow themselves to reduce their load or suspend their studies to focus on their health 

• students who return to study after a period of ill health 

• students who choose Deakin for a career change because it’s a safe space where they feel valued 

• course reviews that design and deliver a more inclusive and accessible curriculum. 

‘Another big success for the DRC was our contribution to the accessible pathway linking both sides of the Burwood Campus,’ adds Ms Kavanagh. 

‘The team was incredibly supportive, encouraging and uplifting,’ Telisia said. ‘I cannot stress enough how empathetic they were.’ 

 

‘It made it possible to complete my honours’  

Deakin PhD student, Telisia Smith, shares her experiences as a student with a disability and how the DRC supported her. 

Telisia first contacted the Centre when she needed to go part-time during her honours year. 

‘The team was incredibly supportive, encouraging and uplifting,’ Telisia said. ‘I cannot stress enough how empathetic they were.’ 

The personalised learning plan helped Telisia’s academic performance. 

‘It made it possible for me to complete my honours.’ 

The DRC is consistently praised for its empathetic, supportive and enthusiastic staff, who make students feel included and part of the University community. 

Telisia’s experience highlights the pivotal role of the DRC in providing essential support and fostering an inclusive educational environment at Deakin. 

The DRC will continue its work to ensure Deakin is the university of choice for many thousands of students who are neurodivergent, or living with a physical or mental health condition. 

Find out more about the DRC and how they’re making a difference for Deakin students with disability.