This part of the Standard applies to providers who design courses or programs or materials, whether the provider directly delivers the training or not.  This applies if either a student with a disability is undertaking the training, or the provider has a reasonable expectation that a student with a disability might do the training in the future.

Someone who designs curriculum and delivery materials needs to ensure that these are designed in such a way that a student with a disability is able to participate in the learning experiences (including the assessment and certification requirements) on the same basis as a student without a disability, and without experiencing discrimination.

Again, an important part of this process is the consultation with the student to identify any reasonable adjustments that might be needed.

The Standards describe some ways that providers can show compliance in the area of curriculum, accreditation and delivery, including making sure that: 

• Curriculum, teaching materials, assessment, and certification requirements are all accessible to students with a disability

• Delivery modes and learning activities take into account learning goals and capacities of students with a disability

• Learning materials are available in accessible formats, and that students are not disadvantaged by the time taken to convert materials

• Teaching and delivery strategies are adjusted to meet the needs of a student with a disability including additional support such as enabling courses

• Any activities conducted outside of a classroom are designed to include students with a disability

• Assessment procedures are adapted to enable to student to demonstrate the required knowledge, skills or competencies