Students with Disability

Chapter 2: Making reasonable adjustments

A reasonable adjustment is a measure or action taken to help students with disability and additional needs take part in their education on the same basis as their peers.

Under the Disability Standards for Education 2005, schools are legally required to make reasonable adjustments for students with disabilities.

All students have the potential to learn and the right to participate in a learning environment that is committed to supporting their educational development and genuine participation, including students with complex communication needs.

Schools must take reasonable steps to make adjustments in a reasonable time.

Adjustments can be made in various ways including:

• in the classroom
• in the playground
• to excursions and camps.

In some circumstances, these adjustments may benefit not only the student involved but the entire school.

Examples of reasonable adjustments

There are multiple kinds of adjustments you can make to meet your student’s needs. Examples include:

• providing access to classroom materials through assistive technologies such as screen readers
• adapting the physical environment, for example, installing ramps
• modifying the curriculum and assessments, for example, allowing a student to answer assessments orally or use a computer
• presenting classroom materials in a different way such as visual, oral or demonstrations
• adapting teaching style, for example, breaking lessons and activities into smaller sections so they are easier to understand
• reducing the distance between classes and classrooms for students who have physical disabilities
• giving extra time to move from class to class
• allowing more time to complete an exam or assessment or giving the student rest breaks
• planning excursions in accessible locations, for example, making sure the location is wheelchair accessible.

The adjustments in this list are examples only. You will need to consider the needs of a particular student on a case by case basis to determine what reasonable adjustments are necessary for that student.

Planning reasonable adjustments

Discussions, known as consultations, about reasonable adjustments normally happen at the student’s regular student support group meeting.

When consulting on reasonable adjustments, matters for discussion may include:

• the student's abilities and learning needs and how these affect their participation in their education, including camps and excursions
• what adjustments worked well in the past and what adjustments they might need
• if the adjustment will achieve its aim of ensuring the student can participate in their education
• if the adjustment is reasonable
• if there are any other supports or adjustments that are more suitable for the student’s needs.

A school may also get expert opinions from allied health professionals, for example, if necessary.

As the student’s needs change over time, consultations must take place regularly.

The principal makes the final decision on adjustments to meet the student’s learning needs. The matters the principal should consider before making a final decision are discussed in further detail below.

Schools do not need to make a change that is not a reasonable adjustment or would cause ‘unjustifiable hardship’.

When an adjustment is reasonable

An adjustment is considered reasonable if it achieves its aim of making sure a student with a disability can take part in their education on the same basis as students without a disability, and if it balances the interests of everyone affected. This includes the student with a disability, the school, staff and other students.

To determine what is reasonable, the school must consult and consider, among other things:

• the student’s disability
• the views of the student, the student’s parent(s) or carer(s)
• the views of the student’s treating medical practitioner or allied health professional team
• what effect the adjustment will have on the students’ participation, learning outcomes and independence
• how the adjustment will affect other students and staff
• the costs and benefits of making the adjustment.

During this process it is important that the school actively considers any matters or proposals raised by the student’s parents or caregivers, medical practitioners and allied health professionals. While consultation does not require there to be agreement between all parties, it does require that the views of others are genuinely considered on a fair and open basis without predetermination.

Adjustments and unjustifiable hardship

It is not unlawful for a school to decide not to make an adjustment if it would cause unjustifiable hardship or if another exception applies.

Examples of unjustifiable hardships might include if there is:

• a very high cost of providing an adjustment with very little benefit where an equal benefit could be obtained via less costly measures
• risk to the safety of others if the adjustment is provided.

If a school claims unjustifiable hardship, they need to prove the factual basis upon which unjustifiable hardship is claimed. Schools should keep a written record of the reasons why the adjustment would cause them unjustifiable hardship and any supporting evidence or material. An explanation of why must also be given to the student and their parents/carers as early as possible.

Schools are required to consider all resources available to them when planning for students in their care, including students with disability. A school’s requirement to make reasonable adjustments is not dependent on the availability of individualised disability funding programs including the Program for Students with Disabilities (PSD) and Disability Inclusion.

Schools must work with the student and their parents, guardians or carers to find an alternative reasonable adjustment to meet the student’s needs.

An Easy English version of this topic has been written for parents/carers. Refer to: Reasonable adjustments (accessible) (PDF).

Special provision for VCE exams

If a student has a disability or becomes ill during VCE exams, they may be able to access special arrangements.

This may include:

• extra time to complete the exam
• rest breaks
• providing one question at a time
• using computers and assistive technology
• using a reader or scribe
• changing the format such as oral or typed assessment instead of written
• holding tests in quiet areas
• the material in accessible formats.

Special arrangements are available for the VCE, including the VCE Vocational Major, and the Victorian Pathways Certificate at both school-based assessment and external examinations.

For more information, refer to: VCAA special provision.