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How you access the enrolment page with ACCM will depend on your enrolment type.

Private Students:

Our private students may enrol directly from our website after selecting a course that is right for them.

Or, they may receive an "enrolment link" from ACCM if we have been assisting with your enrolment.

Both options take you to the same enrolment form.

Employer Sponsored or Traineeship Enrolments

If you are enrolling as part of your job, you will be sent an ACCM enrolment link by your Employer.

While you will go to the same enrolment form as all students, some of your details (such as course and employer) will be pre-filled.

Am I an "ACCM Student" once I submit my enrolment form?

Almost.  Your enrolment form is actually an enrolment application.

There are a few steps we have to complete with your to make sure:

• Your qualification is the right one for your goals and needs
• You are suited for online delivery with ACCM's delivery method
• We can support any special learning or support needs you may have

These and other factors are evaluated during your enrolment and induction process.

You will be "accepted" as a student or trainee with ACCM once the Initial Skills Assessment is complete in most cases.

We will let you know if there are any additional questions or enrolment factors to discuss prior to your full student acceptance.

For more information on this aspect, visit our Admissions and Enrolment Policy

Once your Enrolment Application is Submitted

You will have immediate access to Webclass, where you can complete the next steps of the process.

You will also receive an email which provides your Webclass Username and Logon information.

Once you have logged onto Webclass there are two introductory videos on the Webclass homepage you should watch:

• How to use Green ID
• Welcome to Webclass

We highly encourage you to watch these short and informative videos...they really will help!

Next, complete your ID Verification and complete your Initial Skills Assessment (ISA).

The Initial Skills Assessment:

• Allows ACCM College to get to know you better
• Helps determine your Language, Literacy and Numeracy levels and identify any support you may need
• Identifies any Recognition of Prior Learning (RPL) opportunities that may apply
• Provides a basis for discussions to complete the induction process

Once your Enrolment Application has been submitted, ACCM College's on-boarding team will reach out to you.

Our goal is to reach you as soon as practical to make sure you are off on the good foot.

However, we also don't want to overwhelm you...

So, we won't call for at least four hours after you submit your application.

We will always try to reach you within the first 24 hours though.

The Welcome Call will:

• Introduce the College and make sure you know we will be looking after you
• Make sure you were able to log onto Webclass
• Explain the ISA and see if you need help completing it
  • This needs to be completed and submitted to the College at least one day before the induction
• Book your induction
• Encourage you to review electives (if required) prior to induction
• Discuss your study times with your employer if applicable (so we can document it during the induction)

The Induction Call is a critical part of your onboarding and is the gateway to becoming an ACCM student.

The induction Call will last about 45 minutes and cover a range of important topics.

• Explain the purpose of the Induction
• Discuss your ISA answers and clarify as needed
• Discuss RPL opportunities (such as possible Credit Transfers)
• Discuss Qualification and determine Suitability
• Discuss and lock in elective choices (if needed)
• Explain role of our Student Training Advisers
• Explain our contact methods and frequency
• Discuss and confirm study times (so we know when best to call)
• Confirm personal, supervisor and employment details (if applicable)
• Discuss any potential learning and support needs and how we can support you
• Discuss role plays/skills checks & booking process

Please note that Trainees may discuss other aspects based on the requirements of their State or Territory.

Any special Trainee requirements will be discussed during the Induction Call.

For example, Trainees and their Employer will sign a Training Plan which captures the specifics of their program (this is a government requirement once electives and any special support needs have been identified and agreed on.

ACCM College is committed to ensuring each learner receives the support they need to be successful.

Different delivery methods offer different opportunities for special needs support based on access to the learner or workplace and the abilities of the training provider.

While distance and online delivery offers an incredible range of flexibility, it does limit the specialised or tailored support we can offer to what can be done via phone, email and video communication. 

Additionally, some support measures require advanced training, qualifications or professional certifications that may not be available within ACCM College.

This section provides information on the various methods within our capabilities that we have found to be successful supporting specific special needs.

This list is not meant to address every potential special need our student may need help with, these are only the most common support needs our students have presented.

You will notice that In many cases the support available is the same or similar between special needs.  This is partly due to the support options available under online and distance delivery, but it also a factor of the overlap that certain support techniques have in helping a range of needs.

That said, ACCM College is always eager to discuss how we can improve our student support and are always looking for new ideas to better support our learners.

Should you have a Special Need that requires support that is not listed below, we will work with you to determine how we may be able to support your individual needs.

If one of our students (applicant, future or current) does have a specific support need that we can not support effectively or to their individual requirements, we will work with them and the appropriate stakeholders to identify a training method, training provider or support service that can.

ACCM College recognises that we may not always be the right provider for specific needs and want to help ensure our learners find and work with a provider who can fully support their individual needs.

Anxiety is defined as a natural human response to perceived threats, characterized by feelings of worry, nervousness, or apprehension, often accompanied by physical symptoms, and can become an ongoing support need when these feelings are persistent, excessive, and interfere with daily life

ACCM College recognises the impact Anxiety may have on the day to day lives of our students and their ability to study.

Based on past experience, research, consultation and feedback from our students and stakeholders, we have adapted support for our distance / on-line learners in the following ways to try to assist. 

Course Design and ACCM Processes

• Being open to discussing the needs of the student and working with the student to put any supports in place that may help.
• Offering learning materials designed using Universal Design for Learning (UDL) best practices
• Keep information and instructions clear and specific, offering opportunities for clarification and discussion
• Information is organised logically and flows smoothly
• Effective use of headings and sub-headings to make reading and scanning easier
• Variety of learning methods such as visual, auditory and kinaesthetic (hands on)

Student Training Adviser Support

• Offer assistance interpreting or clarifying assessment instructions and feedback with ACCM Student Adviser
• Advising of upcoming requirements ahead of time, including skills checks and role plays
• Encourage students to flag and discuss problematic assessment activities with their Student Adviser
• Ensure guidance and feedback is straightforward, clear and to the point, providing clarification as needed
• Assistance developing a study plan, study preparations and resource requirements
• Assisting learner to set small, realistic study and assessment goals
• Offer ongoing positive encouragement and constructive feedback to validate current skills and progress
• Assisting with review on study environment and identifying possible distractions

Learner Communication

• Awareness and sensitivity to learner's communication style during contact, skills check or assessment feedback
• Adjust preferred communication methods (phone, email or video) to suit the needs of the learner
• Agree on methods, timing or limits of contact to minimise unscheduled communication
• To the maximum extent possible, keeping to one point of contact to build rapport and relationships
• Tailor communication to meet the needs of the student in a way that is easy to understand and follow.
• Regular and meaningful communication  to help build familiarity and routine with the learner
• Taking extra time during calls with the student to allow for questions and clarification
• If possible, target check in calls around study time to help with time management and organisation.
• Sending reminder emails on day of study outlining the study plan for the day
• Send an email outlining the details of phone conversations for the student to revisit when needed

Coaching Support

• Provide on the spot or scheduled coaching on course materials or assessment activities
• Schedule additional or longer time for coaching to promote progress and understanding
• Offering shorter coaching sessions on a more frequent basis to help maintain focus rather than longer sessions

Helping Support Learner Progress

• Authorise additional time to complete subjects or sections, subject to course timeframe requirements
• Allowing extra time for learner to practice skills checks and role plays with someone they are comfortable with
• Offering alternate study options to work on during days of low focus or motivation.
• Suggest and design study strategies that will assist in keeping workloads manageable.
• Assist with breaking down larger multi-part questions into smaller easier to understand questions
• Suggesting the use of planning, reminder and organising tools or applications where required
• Encourage regular study breaks and using a study plan to manage short and long-term progress
• Explain and discuss course expectations regarding study and assessment activities

We are always open to new ideas to better support our students with Anxiety and welcome both students and their support network to discuss additional supports they may need during their study with ACCM College.

If you are an existing or potential student and feel our published support options may not or is not meeting your needs, please contact the Director of RTO Operations directly with any additional support requests or concerns via student-support@accm.edu.au

Depression is defined as a common and serious mental health concern characterized by persistent feelings of sadness, loss of interest in activities, and a range of other symptoms that significantly impact daily life.

ACCM College understands that supporting our students who are working with Depression requires additional care, understanding and consideration.

Based on past experience, research, consultation and feedback from our students and stakeholders, we have adapted support for our distance / on-line learners in the following ways to try to assist. 

Course Design and ACCM Processes

• Being open to discussing the needs of the student and working with the student to put any supports in place that may help.
• Offering learning materials designed using Universal Design for Learning (UDL) best practices
• Keep information and instructions clear and specific, offering opportunities for clarification and discussion
• Information is organised logically and flows smoothly
• Effective use of headings and sub-headings to make reading and scanning easier
• Variety of learning methods such as visual, auditory and kinaesthetic (hands on)

Student Training Adviser Support

• Offer assistance interpreting or clarifying assessment instructions and feedback with ACCM Student Adviser
• Advising of upcoming requirements ahead of time, including skills checks and role plays
• Encourage students to flag and discuss problematic assessment activities with their Student Adviser
• Ensure guidance and feedback is straightforward, clear and to the point, providing clarification as needed
• Assistance developing a study plan, study preparations and resource requirements
• Assisting learner to set small, realistic study and assessment goals
• Offer ongoing positive encouragement and constructive feedback to validate current skills and progress
• Assisting with review on study environment and identifying possible distractions

Learner Communication

• Awareness and sensitivity to learner's communication style during contact, skills check or assessment feedback
• Adjust preferred communication methods (phone, email or video) to suit the needs of the learner
• Agree on methods, timing or limits of contact to minimise unscheduled communication
• To the maximum extent possible, keeping to one point of contact to build rapport and relationships
• Tailor communication to meet the needs of the student in a way that is easy to understand and follow.
• Regular and meaningful communication  to help build familiarity and routine with the learner
• Taking extra time during calls with the student to allow for questions and clarification
• If possible, target check in calls around study time to help with time management and organisation.
• Sending reminder emails on day of study outlining the study plan for the day
• Send an email outlining the details of phone conversations for the student to revisit when needed

Coaching Support

• Provide on the spot or scheduled coaching on course materials or assessment activities
• Schedule additional or longer time for coaching to promote progress and understanding
• Offering shorter coaching sessions on a more frequent basis to help maintain focus rather than longer sessions

Helping Support Learner Progress

• Authorise additional time to complete subjects or sections, subject to course timeframe requirements
• Allowing extra time for learner to practice skills checks and role plays with someone they are comfortable with
• Offering alternate study options to work on during days of low focus or motivation.
• Suggest and design study strategies that will assist in keeping workloads manageable.
• Assist with breaking down larger multi-part questions into smaller easier to understand questions
• Suggesting the use of planning, reminder and organising tools or applications where required
• Encourage regular study breaks and using a study plan to manage short and long-term progress
• Explain and discuss course expectations regarding study and assessment activities

We are always open to new ideas to better support our students with Depression and welcome both students and their support network to discuss additional supports they may need during their study with ACCM College.

If you are an existing or potential student and feel our published support options may not or is not meeting your needs, please contact the Director of RTO Operations directly with any additional support requests or concerns via student-support@accm.edu.au

Cognitive and learning needs encompass a range of conditions affecting how individuals process, understand, and remember information, impacting areas like reading, writing, math, and reasoning.

These needs can range from specific learning difficulties (like dyslexia) to broader cognitive impairments. 

ACCM College understands there is no one direct need and no distinct list of potential support requirements.

Based on past experience, research, consultation and feedback from our students and stakeholders, we have adapted support for our distance / on-line learners in the following ways to try to assist. 

Course Design and ACCM Processes

• Being open to discussing the needs of the student and working with the student to put any supports in place that may help.
• Offering learning materials designed using Universal Design for Learning (UDL) best practices
• Keep information and instructions clear and specific, offering opportunities for clarification and discussion
• Information is organised logically and flows smoothly
• Effective use of headings and sub-headings to make reading and scanning easier
• Variety of learning methods such as visual, auditory and kinaesthetic (hands on)

Student Training Adviser Support

• Offer assistance interpreting or clarifying assessment instructions and feedback with ACCM Student Adviser
• Advising of upcoming requirements ahead of time, including skills checks and role plays
• Encourage students to flag and discuss problematic assessment activities with their Student Adviser
• Ensure guidance and feedback is straightforward, clear and to the point, providing clarification as needed
• Assistance developing a study plan, study preparations and resource requirements
• Assisting learner to set small, realistic study and assessment goals
• Offer ongoing positive encouragement and constructive feedback to validate current skills and progress
• Assisting with review on study environment and identifying possible distractions

Learner Communication

• Awareness and sensitivity to learner's communication style during contact, skills check or assessment feedback
• Adjust preferred communication methods (phone, email or video) to suit the needs of the learner
• Agree on methods, timing or limits of contact to minimise unscheduled communication
• To the maximum extent possible, keeping to one point of contact to build rapport and relationships
• Tailor communication to meet the needs of the student in a way that is easy to understand and follow.
• Regular and meaningful communication  to help build familiarity and routine with the learner
• Taking extra time during calls with the student to allow for questions and clarification
• If possible, target check in calls around study time to help with time management and organisation.
• Sending reminder emails on day of study outlining the study plan for the day
• Send an email outlining the details of phone conversations for the student to revisit when needed

Coaching Support

• Provide on the spot or scheduled coaching on course materials or assessment activities
• Schedule additional or longer time for coaching to promote progress and understanding
• Offering shorter coaching sessions on a more frequent basis to help maintain focus rather than longer sessions

Helping Support Learner Progress

• Authorise additional time to complete subjects or sections, subject to course timeframe requirements
• Allowing extra time for learner to practice skills checks and role plays with someone they are comfortable with
• Offering alternate study options to work on during days of low focus or motivation.
• Suggest and design study strategies that will assist in keeping workloads manageable.
• Assist with breaking down larger multi-part questions into smaller easier to understand questions
• Suggesting the use of planning, reminder and organising tools or applications where required
• Encourage regular study breaks and using a study plan to manage short and long-term progress
• Explain and discuss course expectations regarding study and assessment activities

We are always open to new ideas to better support our students with Cognitive and Learning needs and welcome both students and their support network to discuss additional supports they may need during their study with ACCM College.

If you are an existing or potential student and feel our published support options may not or is not meeting your needs, please contact the Director of RTO Operations directly with any additional support requests or concerns via student-support@accm.edu.au

ADHD, or Attention-Deficit/Hyperactivity Disorder, is a neurodevelopmental factor characterized by persistent symptoms of inattention, hyperactivity, and impulsivity, which can impact daily functioning and development, and can have a significant impact on study / professional development.

ACCM College recognises that learners working with ADHD, especially via distance learning, may require additional support and assistance.

Based on past experience, research, consultation and feedback from our students and stakeholders, we have adapted support for our distance / on-line learners in the following ways to try to assist. 

Course Design and ACCM Processes

• Being open to discussing the needs of the student and working with the student to put any supports in place that may help.
• Offering learning materials designed using Universal Design for Learning (UDL) best practices
• Keep information and instructions clear and specific, offering opportunities for clarification and discussion
• Information is organised logically and flows smoothly
• Effective use of headings and sub-headings to make reading and scanning easier
• Variety of learning methods such as visual, auditory and kinaesthetic (hands on)

Student Training Adviser Support

• Offer assistance interpreting or clarifying assessment instructions and feedback with ACCM Student Adviser
• Advising of upcoming requirements ahead of time, including skills checks and role plays
• Encourage students to flag and discuss problematic assessment activities with their Student Adviser
• Ensure guidance and feedback is straightforward, clear and to the point, providing clarification as needed
• Assistance developing a study plan, study preparations and resource requirements
• Assisting learner to set small, realistic study and assessment goals
• Offer ongoing positive encouragement and constructive feedback to validate current skills and progress
• Assisting with review on study environment and identifying possible distractions

Learner Communication

• Awareness and sensitivity to learner's communication style during contact, skills check or assessment feedback
• Adjust preferred communication methods (phone, email or video) to suit the needs of the learner
• Agree on methods, timing or limits of contact to minimise unscheduled communication
• To the maximum extent possible, keeping to one point of contact to build rapport and relationships
• Tailor communication to meet the needs of the student in a way that is easy to understand and follow.
• Regular and meaningful communication  to help build familiarity and routine with the learner
• Taking extra time during calls with the student to allow for questions and clarification
• If possible, target check in calls around study time to help with time management and organisation.
• Sending reminder emails on day of study outlining the study plan for the day
• Send an email outlining the details of phone conversations for the student to revisit when needed

Coaching Support

• Provide on the spot or scheduled coaching on course materials or assessment activities
• Schedule additional or longer time for coaching to promote progress and understanding
• Offering shorter coaching sessions on a more frequent basis to help maintain focus rather than longer sessions

Helping Support Learner Progress

• Authorise additional time to complete subjects or sections, subject to course timeframe requirements
• Allowing extra time for learner to practice skills checks and role plays with someone they are comfortable with
• Offering alternate study options to work on during days of low focus or motivation.
• Suggest and design study strategies that will assist in keeping workloads manageable.
• Assist with breaking down larger multi-part questions into smaller easier to understand questions
• Suggesting the use of planning, reminder and organising tools or applications where required
• Encourage regular study breaks and using a study plan to manage short and long-term progress
• Explain and discuss course expectations regarding study and assessment activities

We are always open to new ideas to better support our students with ADHD and welcome both students and their support network to discuss additional supports they may need during their study with ACCM College. 

If you are an existing or potential student and feel our published support options may not or is not meeting your needs, please contact the Director of RTO Operations directly with any additional support requests or concerns via student-support@accm.edu.au

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that may affect how a person communicates, interacts, and experiences the world. It presents in diverse ways, with individuals having unique strengths and challenges related to social communication, interests and behaviors.

As an online learning provider, ACCM College is dedicated to supporting a diverse range of learners. However, we may face limitations in providing the level of support needed for learners who experience significant challenges associated with Autism.

Based on past experience, research, consultation and feedback from our students and stakeholders, we have adapted support for our distance / on-line learners in the following ways to try to assist. 

Course Design and ACCM Processes

• Being open to discussing the needs of the student and working with the student to put any supports in place that may help.
• Offering learning materials designed using Universal Design for Learning (UDL) best practices
• Keep information and instructions clear and specific, offering opportunities for clarification and discussion
• Information is organised logically and flows smoothly
• Effective use of headings and sub-headings to make reading and scanning easier
• Variety of learning methods such as visual, auditory and kinaesthetic (hands on)

Student Training Adviser Support

• Offer assistance interpreting or clarifying assessment instructions and feedback with ACCM Student Adviser
• Advising of upcoming requirements ahead of time, including skills checks and role plays
• Encourage students to flag and discuss problematic assessment activities with their Student Adviser
• Ensure guidance and feedback is straightforward, clear and to the point, providing clarification as needed
• Assistance developing a study plan, study preparations and resource requirements
• Assisting learner to set small, realistic study and assessment goals
• Offer ongoing positive encouragement and constructive feedback to validate current skills and progress
• Assisting with review on study environment and identifying possible distractions

Learner Communication

• Awareness and sensitivity to learner's communication style during contact, skills check or assessment feedback
• Adjust preferred communication methods (phone, email or video) to suit the needs of the learner
• Agree on methods, timing or limits of contact to minimise unscheduled communication
• To the maximum extent possible, keeping to one point of contact to build rapport and relationships
• Tailor communication to meet the needs of the student in a way that is easy to understand and follow.
• Regular and meaningful communication  to help build familiarity and routine with the learner
• Taking extra time during calls with the student to allow for questions and clarification
• If possible, target check in calls around study time to help with time management and organisation.
• Sending reminder emails on day of study outlining the study plan for the day
• Send an email outlining the details of phone conversations for the student to revisit when needed

Coaching Support

• Provide on the spot or scheduled coaching on course materials or assessment activities
• Schedule additional or longer time for coaching to promote progress and understanding
• Offering shorter coaching sessions on a more frequent basis to help maintain focus rather than longer sessions

Helping Support Learner Progress

• Authorise additional time to complete subjects or sections, subject to course timeframe requirements
• Allowing extra time for learner to practice skills checks and role plays with someone they are comfortable with
• Offering alternate study options to work on during days of low focus or motivation.
• Suggest and design study strategies that will assist in keeping workloads manageable.
• Assist with breaking down larger multi-part questions into smaller easier to understand questions
• Suggesting the use of planning, reminder and organising tools or applications where required
• Encourage regular study breaks and using a study plan to manage short and long-term progress
• Explain and discuss course expectations regarding study and assessment activities

We are always open to new ideas to better support our students with Autism and welcome both students and their support network to discuss additional supports they may need during their study with ACCM College.

If you are an existing or potential student and feel our published support options may not or is not meeting your needs, please contact the Director of RTO Operations directly with any additional support requests or concerns via student-support@accm.edu.au

Dyslexia is learning disability that primarily affects a person's ability to read, including accurate and fluent word recognition and poor spelling and decoding abilities, while Dyscalcula affects a person's ability to understand and work with numbers and math concepts.

Our Student Training Advisers will check in on our learners who have identified this as a need to ensure our support methods are working.

Understanding that Dyslexia and Dycalcula are best support via course design strategies (and using the principles behind Universal Design for Learning), ACCM College has created course material to minimise the impacts of these two learning challenges.

Intentional Course Design:

• Course material is broken into small, manageable sections
• Information is organised logically and flows smoothly
• Clear instructions and opportunities for practice if needed
• Effective use of headings and sub-headings to make scanning easier
• Variety of learning methods such as visual, auditory and kinesthetic (hands on).
• Visual Aids are used where possible to include diagrams, charts and tables
• Written in plain English text, using ample white space and dot points where possible
• Dyslexia friendly fonts used (primarily sans-serif family)

ACCM College Support

• Timely and Constructive feedback
• Supportive learning environment
• Regular assessment of learner progress
• Feedback from learner is sought and acted upon.

We are always open to new ideas to better support our students with Dyslexia and Dyscalcula and welcome both students and their support network to discuss additional supports they may need during their study with ACCM College.

 If you are an existing or potential student and feel our published support options may not or is not meeting your needs, please contact the Director of RTO Operations directly with any additional support requests or concerns via student-support@accm.edu.au

Mental Health is a very broad term that encompasses emotional, psychological, and social well-being factors.  Similarly, the potential impacts on Mental Health can come from a wide range of internal and external sources.

ACCM College understands that just as there is a wide range of Mental Health concerns or factors, there are a wide range of ways they can be supported.

If a potential student is living with a Mental Health support need that has not been covered earlier in this section, it is important that it be raised during the on-boarding process or at any point in your program where you believe additional support is needed.

There are some proven methods we employ that will assist based on past experience, research, consultation and feedback from our students and stakeholders.

We have used these methods to adapt support for our distance / on-line learners in the following ways to try to assist. 

Course Design and ACCM Processes

• Being open to discussing the needs of the student and working with the student to put any supports in place that may help.
• Offering learning materials designed using Universal Design for Learning (UDL) best practices
• Keep information and instructions clear and specific, offering opportunities for clarification and discussion
• Information is organised logically and flows smoothly
• Effective use of headings and sub-headings to make reading and scanning easier
• Variety of learning methods such as visual, auditory and kinaesthetic (hands on)

Student Training Adviser Support

• Offer assistance interpreting or clarifying assessment instructions and feedback with ACCM Student Adviser
• Advising of upcoming requirements ahead of time, including skills checks and role plays
• Encourage students to flag and discuss problematic assessment activities with their Student Adviser
• Ensure guidance and feedback is straightforward, clear and to the point, providing clarification as needed
• Assistance developing a study plan, study preparations and resource requirements
• Assisting learner to set small, realistic study and assessment goals
• Offer ongoing positive encouragement and constructive feedback to validate current skills and progress
• Assisting with review on study environment and identifying possible distractions

Learner Communication

• Awareness and sensitivity to learner's communication style during contact, skills check or assessment feedback
• Adjust preferred communication methods (phone, email or video) to suit the needs of the learner
• Agree on methods, timing or limits of contact to minimise unscheduled communication
• To the maximum extent possible, keeping to one point of contact to build rapport and relationships
• Tailor communication to meet the needs of the student in a way that is easy to understand and follow.
• Regular and meaningful communication  to help build familiarity and routine with the learner
• Taking extra time during calls with the student to allow for questions and clarification
• If possible, target check in calls around study time to help with time management and organisation.
• Sending reminder emails on day of study outlining the study plan for the day
• Send an email outlining the details of phone conversations for the student to revisit when needed

Coaching Support

• Provide on the spot or scheduled coaching on course materials or assessment activities
• Schedule additional or longer time for coaching to promote progress and understanding
• Offering shorter coaching sessions on a more frequent basis to help maintain focus rather than longer sessions

Helping Support Learner Progress

• Authorise additional time to complete subjects or sections, subject to course timeframe requirements
• Allowing extra time for learner to practice skills checks and role plays with someone they are comfortable with
• Offering alternate study options to work on during days of low focus or motivation.
• Suggest and design study strategies that will assist in keeping workloads manageable.
• Assist with breaking down larger multi-part questions into smaller easier to understand questions
• Suggesting the use of planning, reminder and organising tools or applications where required
• Encourage regular study breaks and using a study plan to manage short and long-term progress
• Explain and discuss course expectations regarding study and assessment activities

 We are always open to new ideas to better support our students with Mental Health needs and welcome both students and their support network to discuss additional supports they may need during their study with ACCM College.

 If you are an existing or potential student and feel our published support options may not or is not meeting your needs, please contact the Director of RTO Operations directly with any additional support requests or concerns via student-support@accm.edu.au

Physical support needs encompass assistance with activities of daily living, mobility, and other physical tasks for individuals with ongoing limitations or those recovering from illness.

Technology, the internet and online / distance delivery has been beneficial to countless learners with physical or mobility challenges.

Unfortunately, apart from the factors listed above, there are limits to the support ACCM College's delivery method of online learning can provide for our students with physical support needs.

If a potential student has a physical support need that may impact their online studies,  it is important that it be raised during the on-boarding process.

Our onboarding team and management will work with them to see how we may be able to support.

Common physical Support Needs we can assist with:

Vision Related Support Needs

Assistive technology has offered major advancements in support of vision related concerns.

Most, if not all, computers and devices offer assistive technology to help with vision.

While we are not able to directly access our learner's technology, we are normally able to help them find a source of information (as possible) that will explain how they can adjust their setting to create a more supportive device for their needs.

Vison Australia found at  has a useful page on how people can make changes in Windows based systems, to allow different enhancements for larger texts, different colour schemes etc. 

Hearing Related Support Needs

The majority of ACCM College's learning material are text based, however we have also used video learning opportunities as well.

Where possible we have selected videos that offer captioning or text options.  Unfortunately, this is not always possible.

Technology and AI have created opportunities to convert audio/video feeds into text to assist with hearing related needs.

For students who do not have experience with this, we are happy to provide some basic guidance and suggestions on how to capitalise on this technology.  

Additionally, if a student requires special consideration based on a hearing support need, we can alter our means of ongoing communication and certain assessment activities in specific cases.  

Additionally, we are always happy to work with the Nation Relay Service.

The National Relay Service,  , offers free and confidential service that can help during phone calls, coaching and skills checks.  The NRS can even attend an online meeting with a student and use sign language or real time captioning. 

We are always open to new ideas to better support our students with Physical support needs and welcome both students and their support network to discuss additional supports they may need during their study with ACCM College.

If you are an existing or potential student and feel our published support options may not or is not meeting your needs, please contact the Director of RTO Operations directly with any additional support requests or concerns via student-support@accm.edu.au