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
- 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.
DISABILITY STANDARD FILMS
Overview: The Disability Standards film extracts illustrate how schools are making adjustments at a wide range of levels to enable Students with Disability to participate fully in the social life of the learning community. The examples illustrate how even very simple changes in our practice can result in greater access to learning and social opportunities by Students with Disability.
Adjustment in the school’s 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
QUESTION: What is the preferred way that your school exchanges information regarding Students with Disability? How could this be developed further?
Adjustment in classroom and learning spaces
QUESTION: Looking around your classroom, are there any places that a Students with Disability might find difficulty to access? Try to do this by selecting a specific disability from one of the LL4All School Support Cards.
Adjustment in the curriculum
QUESTION: What has been the most recent instance you can recall when you changed part of your lesson plan to better enable a learner to access a curriculum task? Was it successful? How could you share your ideas so others could benefit?
Adjustment in student-teacher interactions
QUESTION: In what ways do you adapt your teaching style to better connect with Students with Disability?
DISABILITY STANDARDS UNDERSTANDING
Overview: The links provided here offer some indication of the range of useful Web-based material that is available to practitioners. Further links will be provided during the coming months.
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’?
Reasonable Adjustments 1
Overview: The resources relating to Reasonable Adjustments are linked to a parallel set of materials, developed to stimulate the development of ‘communities of inclusive learning practice’ in schools. Recognition of the practical implications of the Disability Standards is a vital element of this approach to professional development.