REASONABLE ADJUSTMENTS

For these Standards, an adjustment is reasonable in relation to a student with a disability if it balances the interests of all parties affected.

In assessing whether a particular adjustment for a student is reasonable, regard should be given to all the relevant circumstances and interests, including the following:

• the student’s disability
• the views of the student or the student’s associate
• the effect of the adjustment on the student, including the effect on the student’s:
• ability to achieve learning outcomes; and
• ability to participate in courses or programs; and
• independence;
• the effect of the proposed adjustment on anyone else affected, including the education provider, staff and other students
• the costs and benefits of making the adjustment.

In assessing whether an adjustment to the course or program in which the student is enrolled, or proposes to be enrolled, is reasonable, the provider is entitled to maintain the academic requirements of the course or program, and other requirements or components that are inherent in or essential to its nature.

FILMS

Overview: The film extracts illustrate how schools are making adjustments at a wide range of levels to enable Students with Disability to participate in the learning community. The examples illustrate how even very simple changes in our practice can result in greater access to learning and social opportunities and are a springbaord to further developments.

Adjustment in the school’s physical environment

Context: The film illustrates a school's simple response to not making assumptions about the physical environment. 

QUESTION: When you look outside your classroom or office window, can you see an obvious barrier that could prevent Students with Disability from engaging fully in the school environment? What is it? How could you contribute to fixing it?

Adjustment in the organisation of the whole school

Context:  Whole school adjustments need to be considered and have a direct input in classrooms.

QUESTION: How does your school give considerations to ensuring that all staff understands and practices the 'reasonable adjustments' mentioned? How could this be developed further?

Adjustment in classroom and learning spaces

Context:  In a busy classroom this teacher demonstrates how deep reflection can result in actions that support learning.

QUESTION:  Looking around your classroom, are there any places that a Students with Disability might find difficulty to access? You could also do this by selecting a specific disability from one of the LL4All School Support Cards.

Adjustment in student-teacher interactions

Context:  Work based training also requires reasonable adjustments to be made.

QUESTION: In what ways do you adapt your teaching style to better connect with Students with Disability?

UNDERSTANDING

Overview: The selected resources are a starting point for the wide range of useful material available to practitioners. Further sample links can be obtained in the Resources section of this website.

ADJUSTMENTS, ACCOMMODATION AND INCLUSION: CHILDREN WITH DISABILITIES

Is the student being provided with a reasonable adjustment?

COMMENCE

Overview: The questions in this section comprise invitations to teachers and other practitioners to consider key aspects of ‘making adjustments’ in a focused, school-orientated way. They can be used to stimulate personal thinking as well as group discussion.

What is the best way to promote a discussion with my colleagues about changing an aspect of my school practice to enable all students to benefit? Which practice would you choose?

Thinking of one of your Students with Disability, what concrete ways could you change your classroom organization to better meet their learning needs?

How can you best provide to a specific Student with Disability a range of ways to show that they can ‘maintain the academic requirements’?

Professional Learning