An inherent requirement is an academic or non-academic requirement that is inherent in or essential to the successful completion of a course. Inherent requirements are specific to specific courses, disciplines and/or faculties.
Inherent requirements statements have been developed for UTS courses to support current and prospective students' decision making. These statements specify the inherent requirements of each course for student assessment and progression.
The framework for inherent requirements is based on six groups of tasks that will be required as part of a course:
- Legal and Behavioural Requirements;
- Communication Tasks – verbal; written; non-verbal;
- Knowledge Tasks (Cognitive/Intellectual) – literacy; numeracy; knowledge and information;
- Observation Tasks (Sensory) – visual; auditory; tactile;
- Practical Tasks (Physical) – gross and fine motor requirements; and
- Sustainable Performance.
"Stress and anxiety are a side effect of my medical condition (Lupus), and can also worsen my physical symptoms. Recently I have had a lot of anxiety speaking in front of people. I am studying Law, so presentations are common for a lot of subjects, and I’m working on strategies to manage these long term. In the short term, I met with Accessibility to discuss alternative options and my subject coordinator let me complete the presentation by video and submit it online. Maddie, Bachelor of Laws"
Maddie discussed her symptoms with her Accessibility Consultant, who explained that requests for alternative assessments are considered on a case by case basis. In this case, Maddie was able to meet the inherent requirements of the subject in a way that also enabled her to manage her health.
Many courses offered by UTS will not have inherent requirements relevant to all areas. In the case of many UTS courses, the inherent requirements will relate primarily to cognitive/intellectual and communication tasks.
Inherent requirements are important to ensure the academic integrity of courses is maintained and the university's learning, assessment and accreditation processes are preserved.
UTS also requires students to comply with a range of other compulsory requirements such as rules, policies and procedures, which are applicable to all students as well as the mandatory requirements associated with the course of study (for example attendance and completion of assignments).
Occupations also have certain characteristics that are integral to each profession. Some of these are prescribed by Australian law. For example, students training to be school teachers are studying a course approved under the Teacher Accreditation Act 2004 (NSW) which requires students completing a NSW teacher education course to pass an approved literacy and numeracy test to be eligible for Provisional Accreditation. Similarly, students studying health professions can be required to hold student registration with the Australian Health Practitioners Registration Authority (AHPRA). Students studying in areas where such professional regulation applies should consult the relevant professional body for more information.
"My Accessibility Consultant suggested we meet with the Academic Liaison Officer (ALO) to help me plan for my first clinical placement, because I can have trouble hearing in places where there’s lots of background noise. They were able to arrange for me to visit a hospital to get a better idea of what to expect. They also organised modified equipment to trial before a placement. Penelope, Bachelor of Nursing"
During her first appointment, Penny’s Accessibility Consultant suggested she review the inherent requirements of her course to assist her in understanding the course requirements and identifying any potential access requirements. Penny identified she may experience some difficulty in busy environments but wasn’t sure exactly how the clinical setting could be enabled to accommodate her access requirements , as she had not been in a clinical setting before.
To give her a better idea, a meeting was arranged with the ALO in her faculty who went through some of the typical tasks and environments encountered as a student nurse. The ALO arranged a visit to a hospital and Penny found talking on the ward phones and hearing alarms difficult. From there she was able to speak with an Occupational Therapist about possible assistive technology solutions, and try them in a clinical environment before her first placement.
