Download EIT’s Disability Action Plan 2027-2029 here

As per Tertiary Education Commission requirements, EIT has a Disability Action Plan, with ongoing monitoring of its implementation and areas for improvement.

On this page we share information on

• progress we have made on the 2024 to 2026 DAP
• our 2027-2029 DAP

The Executive Director Student and Academic Services is responsible for EIT’s DAP, supported by the Student Support Services Managers at each campus.

You can contact Sonya Aifai (saifai@eit.ac.nz) (Student Support Services Manager Hawkes Bay) if you have any questions about the DAP.

Progress on 2024-2026 Disability Action Plan

Across all the objectives in EIT’s 2024-2026 DAP, key strengths include

• strong systems (record‑keeping, planning, and reporting),
• increased engagement (students and staff), and
• growing integration of inclusive practices.

Common development themes centre on

• embedding consistency,
• re‑establishing external connections,
• addressing capacity constraints, and
• moving from planning to full implementation, particularly in physical accessibility, peer support, and sector collaboration.

Summary of 2027-2029 Disability Action Plan

View an accessible summary of  the 2027-2029 Disability Action Plan

Objective 1 – Strong partnerships with disabled ākonga

Regular meetings, good record-keeping, and strong links with community groups have helped build
good relationships with learners. Work is needed to rebuild national-level connections after recent
sector changes.

Objective 2 – Building disability confidence

Staff training is strong, well attended, and covers important topics, helping staff better support
learners. More feedback from staff and enough time and resources are needed to keep training
useful and up to date.

Objective 3 – Equitable learning support

New spaces, better onboarding, and clear support plans have made it easier for learners to get help.
There needs to be more consistent use of processes, better collection of learner feedback, and
improvements to the Tairāwhiti hub.

Objective 4 – Accessible digital platforms and communication

Accessibility is built into communications, with teams regularly checking and improving materials.
Ongoing effort is needed to make sure these improvements continue and become standard practice.

Objective 5 – Data collection and monitoring

Reporting systems are working well and help with planning and decision-making. Data needs to be
used more clearly to guide changes and improvements across the organisation.

Objective 6 – Support for learners with anxiety and mental distress

Workshops and support are flexible, well planned, and connected to community services. Peer
support and mentoring should be developed to build stronger connections between learners.

Objective 7 – Accessible physical environment

There is clear understanding that buildings and spaces need to be checked for accessibility. A full
plan, including an audit and a dedicated team, is needed to make improvements happen.

Objective 8 – Reducing financial hardship barriers

Financial support is working well, with good oversight and more learners using available funding.
Processes should keep improving to make sure support is fair, sustainable, and meets changing
needs.

Objective 9 – Pathways to employment

Good relationships with employers are helping learners move into work, with clear records kept.
Better tracking of job outcomes is needed to improve opportunities and partnerships.

2027-2029 Disability Action Plan Overview

More detailed information about the objectives of the 2027-2029 Disability Action Plan are outlined below.

Objective 1 – Strong partnerships with disabled ākonga

Successes

• Consistent use of engagement letters with well‑maintained, secure records supporting continuity and accountability.
• Regular disability support hui with increased participation and enriched content through guest speakers.
• Effective use of LMS to record meeting outcomes and share information.
• Integration of community service providers into hui, strengthening external support networks.
• Active collection and communication of student feedback on facilities to inform continuous improvement.

Areas for Development

• Re‑establish national‑level collaboration following sector changes.

Objective 2 – Building disability confidence

Successes

• Delivery of structured, compulsory staff training on disability as part of induction and as refresher.
• Expanded above training to a full-day workshop including focus on equity and Pastoral Care Code of Practice.
• Strong attendance tracking ensuring accountability.
• Targeted workshops (e.g., neurodiversity, ADHD) to improve staff capability.
• Ongoing updating of training resources to maintain relevance.

Areas for Development

• Develop a systematic approach to gathering attendee feedback to inform continuous refresh of training to optimise relevance.
• Address capacity constraints impacting delivery of planned initiatives.
• Gather attendee feedback to inform

Objective 3 – Equitable learning support

Successes

• Te Pae Hono (new student support hub at the heart of the Taradale campus) provides inclusive, accessible spaces for private and dignified support, evidenced by a learner survey and anecdotal staff input.
• ‘Have Your Say’ learner feedback channel has been embedded in Orientation, increasing early engagement.
• Improved student onboarding practices have created clearer, more consistent pathways for learners to access support.
• Comprehensive, regularly reviewed individual learner support plans aligned with Te Whare Tapa Whā, Te Tiriti o Waitangi, and Pastoral Care Code of Practice.

Areas for Development

• Ensure consistent implementation and monitoring of new onboarding processes.
• Develop a systematic approach to gathering learner feedback to inform continuous improvement in the services and use of the space.
• Refresh Tairāwhiti student support hub along the lines of Te Pae Hono to increase learner engagement with services and improve learner experience.

Objective 4 – Accessible digital platforms and communication

Successes

• Dedicated digital team supporting a Community of Practice with quarterly reviews.
• Accessibility embedded in design of all ākonga communications.
• Routine accessibility screening of materials from across the organisation by Disability Support team improves practice and consistency.

Areas for Development

• Maintain momentum to ensure accessibility improvements are sustained and embedded over time.

Objective 5 – Data collection and monitoring

Successes

• Continued reporting via Artena ensuring no disruption as the change to Wisenet gets closer.
• Enhanced reporting formats to assist forward‑focused planning and clearer next steps.

Areas for Development

• Strengthen alignment between data insights and sustained system‑wide improvements – data-informed decision-making and practices are the goal.

Objective 6 – Support for learners with anxiety and mental distress

Successes

• Proactive annual workshop planning informed by trends and needs observed or reported by student support and teaching staff.
• Flexible delivery of additional workshops as required.
• Strong engagement with community mental health services through expos and orientations.
• Delivery of both school‑specific and organisation‑wide training building shared capability to support learner wellbeing.

Areas for Development

• Develop peer support and mentoring initiatives to enhance learner engagement through relational and whakawhānaungatanga‑based models sharing lived experience.

Objective 7 – Accessible physical environment

Successes

• Recognition of the need for a physical accessibility audit by an external provider.

Areas for Development

• Develop a full proposal for ELT consideration for the commissioning of a physical accessibility audit.
• Develop a comprehensive physical accessibility roadmap.
• Establish a dedicated Physical Environment team to drive coordinated action.

Objective 8 – Reducing financial hardship barriers

Successes

• Successful delivery and review of a small hardship fund, with strong governance by and reporting to ELT.
• Increased awareness and uptake of John Harre Award (assists a learner with a disability in the transition from study at EIT).

Areas for Development

• Continue evolving and evaluating hardship funding processes to ensure sustainability, equity, and responsiveness to emerging needs.

Objective 9 – Pathways to employment

Successes

• Ongoing liaison between work brokers and employers supporting transition to employment.
• Reliable recording of employment‑related information ensuring accountability and continuity.

Areas for Development

• Strengthen monitoring of employment outcomes to refine partnerships and expand opportunities.