 Okay, so we've just introduced ourselves to Tara, Sean, Niki, both co-prisons here of the Natural Disabled Children's Association and also Niki is the prison of the Vakato Disabled Children's Association, which is really cool. You have to be here. Awesome. All right, let's begin. So we were established in 2021 during or after the pandemic. We were seeing a lot of disabled students being able to utilise hybrid learning and also the inaccessibility of university. This was joined with the Vakato Disabled Association and other members around the lot who helped come together and create this National Association, which would have more power to be able to advocate to our ministers and ministries of different providers. So as I see, we're founded in 2021 and our membership includes the Victoria University Disabled Association, Otago University Disabled Association, University of Canterbury Disabled Association, University of Waikato Disabled Association, AUT, NACI, Welch Tech, Unitech and Hoping Open Plenty Connect. So we advocate for a very free, accessible and equal tertiary education system. We do this by hosting meetings with members and open meetings to hear the issues facing disabled students. We then support disabled students with issues they are having at the institutional level and then lobby for greater support, tertiary learning from government. And how do we do this? So, yeah, we host meetings. This is every month with our member associations around the lot to, so around the country, around the land, and then we support disabled students with issues they're having at the institutional levels. So if you look on our website, we have a little contact section where we get flooded with how to questions and support the start of the year and even throughout the year when we support on a case-by-case basis and do a lot of advocacy for that more internet level, depending on what they're dealing with. And then we lobby for greater support for tertiary learners from government and study learning. And another one to highlight is we partner with the other student associations at national levels alongside our, you know, member associations. We do this with NZISA, which is the International Students Association in New Zealand and in the New Zealand Union Students Association, which was actually established in 1928, so that was almost 100 years old, which is quite cool. And then the Tumana Ongkonga, which is the Maori Students Association, and the Atumaki, which is very cool to see that intersectionality between us. And then some of our partners, so we partner with Tumakinga, so we have contracts with them to look at the lunar voice network that we do. We partner with Ministry of Education, which is the governmental ministry looking at, you know, early learning all the way through to higher education. From there, we do all sorts of different projects with them, collecting data, we do achieve, which is very cool. They're a great network to connect with that, to say, with people in New Zealand, universities in New Zealand, and yeah. And some of our other partners, so the New Zealand Qualifications Authority, so the New Zealand Qualifications Authority is the regulator for the Code of Pastoral Code, which we mentioned earlier in our official session, for those of you who would have been there. So we're in touch on more and more of that policy, but to fit foreshadow that largely looks at the responsibilities of our institutes and providers in terms of the care and well-being of students. We do partner with the disabled persons assembly, so this is a non-partisan and pattern disability organisation that exists and too long is the government, but does not work with arbitrary education on a specific lens, and the academic qualification and quality agency too. So another one of our recent partnerships was with the Green Party, so the Green Party did an inquiry into student well-being. This was a really encouraging investigation, largely because 25% of the respondents were disabled, and so that reflects the disability data that we... And the microphone's gone. Yeah, so that reflects the disability data that we have, so the disabled respondents really carried through that in terms of the aquarium as it's being used politically too, probably for greater support for disabled students and students more. We also did a Why Am I Missed a Class campaign, and so this campaign was to throw out the rhetoric and the stigma that students are missing class because they're lazy because they're apathetic, and that the reality is that students are missing class because there's inaccessible learning for disabled students, that it's not culturally competent for diverse learners, that there's a one-size-fits-all for education, and this is actually a medieval way of looking at education, and with today's cost of living, there's students are balancing work as well as they're balancing corporate needs, as well as they're balancing study, and so to reduce missing class down to being apathetic and more disengaged is to miss the whole picture here. And so we looked to de-sigmatize that and tell the experience of disabled students and the fact that many of them are balancing work, they're balancing medical needs and balancing inaccessible education. So on voice, nothing about us without us, so the disability rights mantra from the disability rights movements in the 1980s. So students, especially disabled students, are typically spoken about as opposed to listening to it. The student movement is trying to move this to a place of genuine partnership where learners are at the center of all decision-making. So students and quality student voice. So this can look like this can happen for a lot of different mediums. There's opportunities for engagement where students can have an opinion in the higher education authority, for example. The students' engagement, investing time in areas relevant to the support of the student experience and institution's reputation. The student partnership, and this is what we're pushing for. This is working with students in various parts and stages of the quality process. And you can see a diagram there exemplifying the different ways that students can be engaged. So what is this like in different regions? So in Africa, I was working with PAQAF, establishing the African Students QA Network and building a pool of student experts for QA recruitment and training. In Europe, there's a pool of student experts for QA from 73 EHEA countries, representing NIP, Steering Committees, EQAF, while on that with Student IS. And then in the Asia Pacific region, which we're here representing, there's inconsistent student engagement. The student bond committees and boards at the national level, and we're still working to define what quality looks like. So looking at specific countries now in Scotland for the framework on quality student voice, there's a student engagement framework in Wales as part of this partnership toolkit. In Ireland, there's a policy student engagement decision making. In England, there's a framework for student engagement through partnership. In Europe, there's standards and guidelines for quality experience in Europe, educations area, and Australia that's creating a national framework for student partnerships in universities, decision making, and governments. In New Zealand, we have three other work, and this is progressing from student voice to partnership. So we're here to hear from the audience. So what is the requirement for student voice at your institute? So if you bear with us, technology and providing a little interactive function. So if you scan that barcode and answer the question, that would be fantastic. You could do an interpretation of the responses. It's always a way that you have things planned out. Oh, cool. I love this. You have things planned out on how the presentation's going to go, and then technology shows up and does what it does. I think there is one. Oh, big discussion. No, but this would be, this is the sort of, okay, I'm going to... I love this because I'm not able to speak very loudly usually. This would be a great way for us to interact with each other, help each other work on how we create requirements for student voice at institutions in Australasia. So later on, when we're talking about the DAP, discuss that and how that works within your frameworks. So a lot of responses there. So a couple of them, fortunately, they're not being one of the UQ students in the senate formalized programs to facilitate student reps on board on the committees of lifting student voice. But one for a diverse group who speaks with everyone in that group, and I won't go through all the reason because you're all just as capable as I am. But the point being that there is a huge diversity of experience across the between different institutes, and there's a lot of learning that can be made available there. And something that came out in our student fish cult is that power of being able to look to best practice, look to where there is strong student voice within institutes, and ask the question as to why this isn't happening in our institute, and build on the best practice of various different institutes. And two, you can see here reflected what the global context shows, and that's the student voice and partnership is something that is still being understood in the Pacific region. And we can look to overseas to see where it's been more formalized and there are stronger policy tools. And now I'm looking at student voice and a more formalized sense of institutions at the global union level. We've got a list of the various organizations you've got there. So the IMQA, AHE, which is currently being negotiated. You've got UNESCO, which has a high-level steering committee, leaders group and driver groups, and the IAU conference and working groups. And you can see two are right there in the image of students working. At the regional level, you've got PACREF, the conference of Pacific Education Ministers, and APQN, which is still unknown. At the national level in New Zealand, so we've got AQA, we've got student auditors on the AQA board. We've got the Tertiary Education Commission, which has a learner and student advisory council. We have the UNZ, and we'll cast back to you who can't learn, an advisory council or a network. And we have the New Zealand Qualifications Authority Equality and Quality Shreds Advisory Group. So different ways that student voices be embedded at a national level for our government. So this is Bidyanalo. This is what I'm pushing for as student leaders with our national union and with the national student movement, which has different components, which you can see up here. So we have faculty along the tunnel, which is all about building connections with each other. We have AQA on that, which is learning with and working from each other, and Mahitehi working together on this being all about progressing from consultation to genuine to genuine partnership, just so this is a lot of work. And to AQA Bank Academy, which is Strengthening Student Voices, which is what we're mounting to Keynote Sizzler here. So what tools do we use at the National Student Association? So we've got the Pastoral Care of Touch for Education at International Learners. You can see that outcome one, the priority being given there. And that's on learning well-being and the safety system. We then have voices outcome two, outcome three. Safe inclusion, support and accessible, physical and digital learning at the same time. So pedestal for disabled students and something that we can lean on when we see our institutes are not up to par. Outcome four, learners are safe and well, and outcome five, positive, supportive and inclusive environment in student collaboration. So the National Disabled Students Association was involved in the design of this policy and we kind of heralded it as something like best practice. It was a very positive experience for our leaders and for leaders across the mostly across the country in New Zealand. And so what were the strengths? It was that input through to outfit that we found that was so empowering for our students. So there was monthly meetings with student leaders of whom were able to see the policy being transformed with that input. So there was that level of follow-through in the code design. Students were being remunerated as experts, as I pointed out earlier. Students, the time for the framework for education is not in tune with the contemporary environment but experienced students and so to not remunerate students is to actually just reduce the quality of the outcome that you're going to get from any kind of policy. And the big one too was that teachers and students were united, you know, in arms and arms there because the reality is, is that many teachers, many lecturers are struggling with the same issues that students are, just the institutional framing of students against against teachers. I mean, look at accessibility for one. It's quite a lot for a lecturer to be able to adapt to an accessible standard. It takes a lot of learning and you have some very passionate individuals and sense which is fantastic. But what we need is the best practice from individuals to be moved to that policy level. So when we're united with our lecturers, with our teachers, then we can overcome that burden that's being put on individuals. But to have weaknesses, as it's naturally going to, we haven't found a utopia for code design as of yet. And when it's not for the Leonardo, it isn't being completely embodied. And so what we did see was a lack of student basis on the ground. So what it's lacking is we're here as student leaders but we can't represent every single experience. So what we need to be is that vessels to be able to connect with students on the ground as a trusted source to be able to collate all of those experiences and so that they can hold us to account and then to we can hold governments and institutions to account. It was rushed, the context for the code is yeah, it's slightly tumultuous and it says something I won't bring up here. You're quite welcome to to explore that which does illustrate the rest of nature of it. But two is quite reflective of institutes. It's quite reflective of government, which really increases the emphasis for including students as soon as you can at the start. That happens at partnership. It means students are in the room when you're forming the policy and that it's not it isn't that difficulty. It isn't that resource component to be able to have code design in the first place because students are already there with you on and off. And we had an issue with international student framing. So this again, a partnership issue, if you have international students in the room, then you're not going to miss that component of diversity for the policy we're trying to create. So another tool we have is the Karuti Toolkit. So the Karuti Toolkit is the New Zealand Code of Practice. It's designed to achieve an inclusive and actual tertiary learning environment for disabled institutions to succeed. And so I'll now hand it over to Nicky to explain a bit more about the disability action plan. So the Karuti Toolkit has been embedded in the disability action plans and Nicky's going to explain more on that. Sorry about that, I also managed to find the microphone. So I'm here kind of just to talk a little bit more about the disability action plan as somebody's heavily involved in it. So quite simply, the disability action plan is a strategy plan that is created by universities as well as other tertiary institutions in order to alter practices, prestigious systems, stereotypes that could lead to the discrimination of disabled students because what we were consistently seeing, and I'll be able to touch on this a little bit more later using my university as an example, is that disabled students were suffering in their educational experiences. They are less likely to graduate, they are less likely to have support. And we know that on a holistic basis that makes everything much worse. It is, and just touched on, it's used to improve outcomes for disabled students as they experience tertiary education, not just academically, but connecting with social groups on campus, connecting with possible care on campus as well. So the tertiary education commission actually created a guideline for institutions to follow when creating their DAPs. So every institution has to have very clear use of the Kiweli Toolkit. They have to have set goals and show that they're actually meeting set goals. For example, making things more accessible for more disabled students, create use of language when addressing disabled students, what a reasonable accommodation is in how they're meeting those goals, how to make physical access less of a barrier, etc, etc, and who is responsible for that. So as a student rep, I would be responsible for helping to relay things to accessibility services and to the Vice Chancellor, for example. And that policies are clearly communicated not just to those sitting on the plan, but to students themselves. So there are many, many benefits for having a DAP. So they ensure for, you know, monetariations that tertiary institutions meet requirements to receive funding. So thankfully, whether or not you meet DAP can affect how much funding you get. And as we know, money makes a walk around, so it makes a little bit more incentivised to follow the plan. It highlights to the public as well that not only is set an institution adaptive and accommodating to disabled individuals, but everyone in their final or family. And there's circles, including family members, carers. I'm lucky that I have my partner as my support person, for example, friends, doctors, everything like that. Tertiary institutions then get a larger group of students because, you know, being referred to and it's seen nice in the public eye in the year. And it reduces the amount of complaints and the level of discrimination towards disabled students, as well as disabled staff. Because a lot of these DAPs will also show how to be to support disabled staff with meeting their needs in order to educate students. And I mean, it helps their reputation too, which a lot of them could have helped with. So how they created, I'm going to use my university as an example. This thing moves around a lot. I'm going to use my university as an example because I'm aware of the other universities having plans that I'm intrinsically involved. So the disability action plan uses focus groups to get a student voice, whether that was on the Zoom, whether that was meeting students in person, using surveys, my university use all three on the different aspects of the institution and the educational experiences of students. So we're talking about how they consume their lectures and course materials, how they can access things online, how other students perceive and support their disabilities, etc, etc. As I touched on surveys, I've then used to get a student voice and understand the experiences in more detail, especially for those who couldn't, as we may say in the disability circle, have the spoons to go and attend some of these focus groups. We then also have staring groups to finalize strategies and plans. So then we get all this information. We sit together as a group of staff and students and we sit and go, okay, this is clearly our priority. This needs to be worked on, for example, the physical access of these buildings need to be worked on, the elevators need to be more accessible, that sort of thing. And we finalize it all to send it off to tertiary education commission and then that comes to the implementation groups. So then we make sure that policies that were written out and agreed upon with the tertiary education commission are then followed through. This group is also made of disabled staff as well as disabled students and for our group in particular, there is two co-chairs and one being me, a disabled student and another being a staff member. Would you mind touch a little bit on this? It's my brain, it's not my brain. So in terms of thinking about the disability action plans, this is a quote from a disability service manager at one of our tertiary institutions, which really highlights the nature of the disability action plans to look to embed disability support and service all the way through our tertiary education institutes. So we have a human-centered approach in that we treat the students as the experts in their disability and they contribute actively to our focus groups or to our testing or our buildings. And I think that's really, really important that we acknowledge them and what they have to contribute in terms of their lived experience. So renew routing disabled students as experts to be able to transform a system which wasn't built for them but with increasing disability empowerment and dignity, disabled students shaping an education that's accessible, inclusive and dignity with a link order. So how that looks like at a local union level. So we have some new cycles, we have student panels including student unions, we have academic boards or summits, we have member faculty, academic committees, working groups and class representatives. So each course and each paper will have a representative. So the plans and action again, I'm using the white University of Waikato as an example. So part of the disability action plan was actually based on the results of my research and to access and inclusion at the institutions. In 2021 I was lucky enough to be a student scholar conducting research and to the access and inclusion of disabled students at the University of Waikato focusing on all aspects. So physical access, online access, accessing medical care on campus, experience with bullying and from staff members as well as other students and what we could then do to better improve the experiences. Disabled students and my University based the plan off of the data that was there as well as touched on before the staring groups in the survey. They gathered student voice directly from Disabled Students Association. So what's that as we love and recall ourselves and we had representatives from the USA on the steering groups. We had me and we had another student called Jessica and the implementation group has another disabled student as well as their co-chair. Hi and we have other disabled students to voice their experiences as well as disabled staff ranging from neurodiverges, physical disabilities, cognitive issues, learning disabilities, etc. So part of this was also based on the student impairment policy. So I mean I don't know what it's like for you guys and I would love to hear about it later. But reasonable accommodation as a phrase is a huge grey area. So what one of the leaders of accessibility services so our disability services did was created a student impairment policy that clearly outlined what a disability was, what a reasonable accommodation actually is and the obligations of both students and staff so that if anything happened that a student or staff wasn't happy with they could complain using said policy. So it created a direct channel for disabled students and disabled staff to actually have their voice heard rather than going in a big roundabout circle. I was lucky enough to work on that. We are working to ensure disabled student voices are heard at a student union on campus which currently involves a lot of yelling and a lot of emails that have never responded to and are considered. And we work on building a strong relationship between students and accessibility services. So one of the things I do as president and summary on the DAP is I refer students who are afraid to speak to accessibility services themselves directly to people who would be able to handle their trauma with a little bit more kindness and a little bit more tap. I'm also a disability advocate on campus because everybody knows I can yell. No. So our current projects that we've been working on this year is the 2023 Disabled Student Network design. That was very, very cool. The NZQA redesign of the quality insurance framework for the non-university tertiary education. The tertiary education commission student and linear advisory committee cusp back and make it all for election campaigns. So much like you guys, we're having the referendum tomorrow. Our general election is tomorrow. Yeah, if you're from New Zealand, go by. And then our other current projects is the Ministry of Education curriculum refresh, which I'm part of, which is very, very cool. The Teepa King and Disabled Student Learner Network, which is very cool to have Sean part of and talk about members from across the Mottu. So we also did the Pacific Disability Conference at the start of the year, which was very beneficial for us. And Sean got on the Civic Disability Forum. And then we had the Arturoa 2023 Conference of Civic Education Ministers, which was the inaugural conference and myself and Bradley, who is from helping New Guinea and is one of the presidents over there. We spoke on behalf of the NGOs to them, which was very cool. Member expansion. So we've been able to adopt other associations around the Mottu, which is very, very cool to join in and support their goals. Then another thing we're currently looking at is a secondary tertiary transition. So over in Europe, they are obligated to be part of the students association, even through high school. So we don't have that over there over here. And we're looking at the best way and most difficult way to be able to contact our secondary school learners as there are a lot of boundaries over in our relation for that. And then tertiary to workplace internship. So we're partnering with places like FICAVA, which is the Ministry for Disabled People in Arturoa, and making sure that there is good transitions and opportunities for disabled people, especially those who may be chronically ill and need hybrid alternatives. And then our contact. Yay. Okay. So this is our little link, a little make sure you email us and contact us. So that will lead you to Lintree, which we have our emails that are website. It's our social media. We're very lucky for Sean and I to be co-presents this year that we have our AGM early November, which will be welcoming along new exec members, which is very cool so we can have this summer transition period. And we have a lot of plans for this year, especially because we're doing a lot of these international kind of conferences that we get to meet you guys and build more real-estitute network across Pacific, which I think is so beneficial. Yeah. Thank you. In the chat, if anyone has any questions, just put it in the chat box.