SPECIAL CONSIDERATION OF DISADVANTAGE (SCD)
PROCEDURE AND INFORMATION
Drafted on: 11 October 1993
Reviewed: November 1995, September 1998
Next Review Date (Proposed) January 2000
PREAMBLE
Tertiary institutions which participate in QTAC1 have complete autonomy in determining their own admission requirements and principles of selection. QTAC's role is to ensure that the admission rules and related procedures are correctly administered on behalf of the institutions.
Tertiary institutions are responsible for deciding the extent to which an applicant's disadvantage should, or should not, be compensated in the selection process and how this should be done.
QTAC Special Consideration of Disadvantage (SCD) Services process and assessment strategies apply equally to school-leavers and all other applicants. Accordingly, to avoid a student receiving special consideration by the school under Board of Senior Secondary School Studies (BSSSS) guidelines, as well as by the tertiary institution, all school-leaver SCD recommendations are verified through discussions with the school authorities.
For any tertiary admissions period, applicants may receive SCD at only one of the three concerned institutions: school, QTAC or the particular tertiary institution. This is to avoid double or triple dipping by any applicant.
Students requesting SCD through QTAC are, therefore, not likely to receive further consideration for admission purposes if they have already received SCD at school as indicated on the QTAC SCD application form (unless recommended by the Principal). Students are not encouraged to apply to QTAC unless they can substantiate the school was not fully informed of all relevant details for justifiable reasons.
If the student decides to apply directly to QTAC a form can be obtained from Student Services at the College. The following information is requested on the form:
- The nature of disadvantage by code, and verification by an appropriately qualified person (e.g. medical practitioner). (The codes and explanation follow.)
- The effect of the disadvantage on tertiary preparation, and verification by an appropriately qualified person (e.g. Dean of Studies).
- Action taken by the school to compensate for the disadvantage.
- This policy relies heavily on information contained in QTAC School Update, No.1, 1993. Much of the material in the Preamble is adapted from this source. QTAC: Queensland Tertiary Admission Centre
- Names and contact particulars of persons (if any) authorised by the applicant to act on the applicant's behalf.
- A principal's statement.
- A certification by the applicant of the accuracy of the information submitted for SCD purposes.
The QTAC categories of disadvantage are as follows:
Social or general circumstances relating to equality of opportunity
- SA
Aboriginal or Torres Strait Islander Recognition of ATSI background
- SE
Ethnic and cultural Demands, expectations and opportunities
- SI
Isolation Rural and remote, travel, itinerary, availability of programs and resources
- SS
Quality of schooling Disadvantaged schooling, mode of education, intermittent relocation with armed forces
- SL
Language Non-English-speaking background, home language
- SD
Socioeconomic Restricted access, participation, resources
- SG
Gender Restricted access and participation
Disability and Health
- SH1
Vision Communication and language difficulties,
- SH2
Hearing Cumulative effects,
- SH3
Speaking and Listening Specialised equipment assistance
- SH4
Reading and Writing
- SH5
Physical Mobility, generally impaired function, impaired function of hands and arms
- SH6
Affective disorders Depression, prolonged effects of medication, anxiety, incident precipitated anxiety, psychoses
- SX1
Long-term or recurrent medical Viraemia, Asthma, glandular fever, chronic condition fatigue syndrome, ME, arthritis, epilepsy, attention deficits
- SX2
Short-term medical condition Surgery, medical treatment, trauma Compassionate and other Circumstances
- SC1
Compassionate (family) Bereavement, illness, neglect, abuse, violence, economic, accommodation, relocation, intimidation, divorce, adjustment, mutilation, suicide
- SC2
Compassionate (personal) Stress, anxiety, assault, abuse, intimidation, abode, economic, divorce, separation, dependence, relocation, parenting
- SM
Misadventure Any combination of various categories Unanticipated circumstances with significant consequences for education outcomes, e.g. incapacity, illness during examinations.
- SO
Excessive commitment Family, school, sporting, social
- SU
Administrative restrictions Prerequisites, changes of course, change of institution, exemptions, deferrals; inappropriate administrative rules, practices, timelines; lost records; assessment schedule inequity
If the student decides to apply to the College, it is anticipated that the College will provide the maximum consideration of disadvantage permissible under the BSSSS guidelines.
Circumstances of disadvantage which could have been catered for by the school (within reason) are not likely to be acted upon by QTAC.
Not all difficulties in school life can or should be compensated for. Difficulties experienced by students which fall within the normal limits of life events do not necessarily constitute a disadvantage in this sense even when they impact on studies.
In addition, some unpleasant circumstances can arise as a result of what might best be termed as normal risk. Normal risks may be thought of as encompassing the following circumstances:
- inability to cope with studies or to adjust to new roles in the College;
- demands of employment (in themselves or in consequence of promotion) including periods of pressure;
- tension with, or between, parents and other persons closely involved with the student;
- demands of sport, clubs and all social activities; and
This definition is adapted from the University of Central Queensland's Handbook.
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