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AIM Policy: Student Support


The purpose of this policy is to provide AIM students and staff clear information about AIM’s position in relation to the support of students throughout the student journey.


The policy applies to prospective AIM students and current AIM students enrolled in Vocational Education and Training (VET) courses with AIM.


  • AIM complies with the Standards for Registered Training Organisations (RTOs) 2015 including the clauses related to informing and protecting students and student support and progression – clauses 1.7, 5.1-5.3, 5.4 and 6.1 to 6.6.
  • Students are responsible for their own academic performance however, AIM recognises the pivotal role academic and student support staff have in contributing to student success.
  • AIM is committed to ensuring principles of access and equity are adhered to and complying with related legislation.
  • AIM seeks to provide support to students including health and wellbeing of students, language, literacy and numeracy (LLN), cultural awareness, disability needs or reasonable adjustment.


  • AIM endeavours to identify students with support needs at the enrolment stage to ensure early intervention.
  • During the enrolment process AIM will engage with prospective students to understand their individual needs and how to best support the student to successfully complete their course.
  • If at the enrolment stage it is identified that a prospective student does not currently possess the basic skills to undertake the training and assessment the student will be referred for appropriate assistance prior to enrolling with AIM.
  • If at the enrolment stage it is identified that the prospective students individual support need is such that AIM would be unable to provide appropriate support to meet the student’s individual need the student will be advised prior to enrolling with AIM.
  • AIM ensures prospective students and current students are aware of the support services available to them and how to access.
  • The type of individual support AIM may provide is dependent on the level of disclosure by the student i.e. AIM may not be able to make an accurate assessment and provide the most appropriate support if the student chooses not to provide specific details and/or medical documentation.
  • AIM proactively monitors student progression to identify any “student at risk” throughout the duration of their course.
  • Students may seek support from AIM for any support needs they have at any time throughout their student journey.
  • Individual student circumstances vary and there are a range of possible support strategies that may be appropriate. The table below provides some examples of the types of support services that AIM may provide.

Students who need support

Students may seek support from AIM at any time throughout their student journey.

If a student requires any type of support, the student should contact AIM student support on 1300 761 700 or via email


Types of support services - examples

Individual need

Support services

Pre-enrolment support to ensure understanding

Students requiring additional support to understand the pre-enrolment information requirements will be engaged in additional one-on-one sessions to talk the student through the student information, the course information and fees and charges.

Minor LLN need that would inhibit course participation

A Trainer, Assessor or Coach may provide individual support during learning activities and/or reasonable adjustment during assessment activities.

Significant LLN need that would prevent participation and completion of the course

The student may be referred to another party e.g. TAFE to complete a course in Language, Literacy and Numeracy.

Recognised difficulties in studying and learning

AIM will make all possible allowances and adjustments. This type of need would be assessed case by case.

In some cases. the student may be provided with some additional resources for providing student study support.

If the student has significant learning difficulties, it may be appropriate for AIM to refer the student to another party e.g. TAFE.

English as second language

The course may be altered to accommodate (e.g. more time to study and individual sessions from Trainers and/or Assessors).

A nervous/anxiety disorder

AIM will make all possible allowances and adjustments. This type of need would be assessed case by case.

Counselling in relation to their personal situation

Students may be referred to another party e.g. Lifeline (13 11 14), Beyond Blue (1300 22 4636).

Disability or medical condition

AIM will make all possible allowances and adjustments. This type of need would be assessed case by case.

Visual impairment

Students with visual impairment can be supported by supplying internal learning resources with a larger printed font.




The Disability Discrimination Act 1992 (Cth) defines disability as:

  • total or partial loss of the person’s bodily or mental functions
  • total or partial loss of a part of the body
  • the presence in the body of organisms causing disease or illness
  • the malfunction, malformation or disfigurement of a part of the person’s body
  • a disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction
  • a disorder, illness or disease that affects a person’s thought processes, perception of reality, emotions or judgment, or that results in disturbed behaviour;

and includes disability that:

  • presently exists
  • previously existed but no longer exists
  • may exist in the future
  • is imputed to a person (meaning it is thought or implied that the person has disability but does not).

Reasonable adjustment

A measure or action taken to assist a student with a disability to participate in training on the same basis as other students. An adjustment is reasonable if it considers the student’s learning needs and balances the interests of all parties affected, including the student, the provider, staff and other students.

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