Āhei Strategy
SAE Auckland’s Divergence and Accessibility Strategy
ĀHEI –
1. (verb) (-a,-tia) to be able, possible, within one’s power, enable.
2. (noun) ability, opportunity, access.
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Our Vision
SAE Auckland aspires to be a tertiary education environment where accessibility, inclusion, and neuro-affirming practice are embedded throughout all aspects of campus life.
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We envision a future where:
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accessibility is proactively designed into our spaces, systems, and teaching practices
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diverse learners are recognised for their strengths and creativity
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support is visible, normalised, and easy to access
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disabled and neurodiverse people experience belonging, dignity, and equity
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all students are equipped with the tools and support they need to succeed
Our Context
SAE Auckland aligns with the aspirations of the New Zealand Disability Strategy and acknowledges the evolving nature of accessibility within the tertiary education sector. Disabled people in Aotearoa New Zealand were only formally guaranteed the right to education through the Education Act 1989, while the right to equitable tertiary education was internationally affirmed through the United Nations Convention on the Rights of Persons with Disabilities (CRPD) in 2006.
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As an institution, we recognise that accessibility work within tertiary education remains an ongoing and developing area of practice. SAE Auckland is committed to contributing positively to this work through authentic action, continuous learning, and long-term institutional change.
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We adopt the Social Model of Disability, which understands disability as arising through barriers within society rather than deficits within individuals. This perspective challenges institutions to design environments, systems, and cultures that enable participation for all people. Through a Whole-Campus Approach, SAE Auckland seeks to ensure accessibility becomes a shared responsibility across all areas of campus life.
Strategic Priorities
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SAE Auckland is committed to creating physical spaces that are approachable, accessible, and usable for all members of our community.
Guided by principles of universal design, we aim to reduce barriers within our campus environments and create spaces that support independence, dignity, and participation.
We acknowledge that meaningful physical accessibility requires long-term planning, investment, and transparency. As our campus evolves, we are committed to continual improvement and honest reflection regarding the accessibility challenges that still exist.
We will:
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embed accessibility considerations into future campus development
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improve visibility and usability of accessible facilities and learning spaces where possible
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identify and reduce environmental barriers across campus
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support universal design principles in physical environments
Language, policy, and institutional processes shape how people experience belonging and safety within education.
SAE Auckland is committed to ensuring our policies, procedures, and communications reflect affirming, respectful, and inclusive language developed in consultation with disabled and neurodiverse communities.
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We aim to embed accessibility and equity into institutional decision-making and operational practice.
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We will:
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review and update institutional policies using affirming and inclusive language
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strengthen accessibility considerations across procedures and documentation
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ensure disabled and neurodiverse students and staff are represented within institutional planning
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continue developing equitable support pathways across the student journey
Technology plays a critical role in enabling equitable access to education.
SAE Auckland seeks to proactively support students and staff through accessible digital environments and openly available assistive technologies. We believe accessibility tools should be normalised and available without unnecessary barriers or gatekeeping.
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We are committed to remaining responsive to emerging technologies and contributing positively to accessibility conversations within Aotearoa New Zealand.
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We will:
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provide access to assistive technologies across campus devices and learning spaces
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support the use of speech-to-text, organisation, literacy, and accessibility software
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develop accessible online resources for neurodiverse learners
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promote inclusive digital learning practices across programmes and departments
Creating an accessible campus requires cultural change alongside structural change.
SAE Auckland is committed to fostering a neuro-affirming and disability-informed learning culture where diversity is understood as a strength. We recognise that students and staff experience the world differently, and that equitable support benefits the entire community.
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Through education, advocacy, and relationship-building, we seek to reduce stigma and cultivate a campus culture grounded in empathy, respect, and empowerment.
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We will:
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provide accessibility and neurodiversity training for staff
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support neuro-affirming teaching and learner support practices
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review assessment practices to ensure they are inclusive and responsive to diverse learner needs
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strengthen pathways to diagnosis, medical support, and professional services
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encourage open conversations around accessibility, wellbeing, and support needs
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continue building community partnerships that strengthen outcomes for students
Strategic Goals
SAE Auckland has identified the following aspirational goals to guide the implementation of the ĀHEI Strategy:
By the end of 2027:
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Finalise and update SAE Auckland policies and procedures using affirming and inclusive language.
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Develop and promote an SAE Auckland online toolkit supporting neurodiverse learners.
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Deliver accessibility and neurodiversity training for all student-facing staff.
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Maintain a dedicated Student Success Advisor portfolio focused on supporting diverse learners and ensuring students receive appropriate advocacy, guidance, and support throughout their educational journey.
By the end of 2028:
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Establish stronger community partnerships to improve pathways to diagnosis, medical care, and neurodiverse-informed professional support for students.
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Implement a suite of accessibility and assistive technology tools across all campus lab computers.
By the end of 2029:
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Seek accreditation for SAE Auckland through the Accessibility Tick and Ako Aotearoa Disability Confidence Framework and Quality Mark (DFQM).
Our Commitment
SAE Auckland is committed to creating an inclusive, accessible, and empowering learning environment where all students and staff are able to thrive. ĀHEI reflects our commitment to recognising, valuing, and supporting the diverse learning, sensory, physical, neurological, and medical needs within our community.
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Through this strategy, SAE Auckland seeks to foster a campus culture where accessibility is embedded into our practices, environments, systems, and relationships — not treated as an exception or afterthought. We recognise that neurodiversity, ADHD, autism, chronic health conditions, and physical disabilities are present throughout our student and staff community. We also recognise that barriers are often created not by individuals themselves, but by environments, systems, and attitudes that fail to account for human diversity.
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ĀHEI exists to advocate, educate, and create meaningful change across SAE Auckland so that all learners and staff members are empowered to participate fully, safely, and authentically within our institution.
