WHAT KIND OF SUPPORTS SHOULD YOU OFFER STUDENTS? Decisions about what supports/adjustments to offer should focus on the needs of the individual student. You may need to consult with a range of people, such as teachers, support workers and/or technical experts, as well as the student to decide what is appropriate for the individual. The lines are also blurred between individualised reasonable adjustments, the institution-level learning supports available to all students, and students’ own strategies for managing their studies. When selecting which support mechanisms that are most appropriate for an individual, collaboration is key. Understanding the perspectives of teachers, support workers, technical experts and students will enable you to identify where reasonable adjustments are necessary or where institution-level learning supports may be equally useful. The two can be seamlessly paired to provide effective support to the student. Students and disability services staff define the effectiveness of learning supports in different ways: For students, the markers of effective learning support are a better understanding of their own needs, an increased ability to cope, more enjoyment and doing their best work. For disability services staff and teachers, students completing their courses or postponing study until they are better prepared are indicators of success. In deciding which particular reasonable adjustment to use for a specific student, you should: consider the reasonable adjustment that is least disruptive or intrusive but equally beneficial for the student consider whether the learning supports routinely provided for all students could be useful either in addition to, or instead of, the identified adjustment assess whether the adjustment may need to be changed over the period of a student’s education or training, as their needs change. WHAT ARE REASONABLE ADJUSTMENTS? A reasonable adjustment is: an individualised modification made to the learning environment, training delivery or assessment method used to enable a student with a disability or an ongoing health condition to access and participate in education and training on an equal footing with other students. It should not: advantage students with disabilities above other students alter course standards or outcomes guarantee success weaken the integrity of the qualification. Institution-level learning supports on the other hand are the various forms of learning assistance and support provided for all students.
EXAMPLES OF SUPPORTS TO CONSIDER Reasonable adjustments Given the diversity of the student population and the array of learning environments available, a wide range of different reasonable adjustments have been used for different students. These adjustments may include (but are not limited to): provision of a computer rather than writing by hand use of a scribe allowance of food and beverages extended exam time location moved to a quiet room to decrease anxiety extended assessment due dates changed assessment formats (for example, oral instead of written presentation) submission of assessment tasks via email rather than at the institution screen reader audio recorder adjustable seating mobility scooter specialist software regular monitoring, and empowerment individual tutoring or training in the development of study skills the provision of course information in varied formats (for example, audio books, online) online course materials, enabling more flexible access note takers (who may sit either with the student or separately, depending on the student’s preference) re-formatting of course materials to accommodate specific impairments (for example, large print, audio recording) the provision of recordings of classes online, enabling more flexible access Institution-level learning supports Institutions often rely on the students themselves to disclose their illness or disability, which then enables them to access reasonable adjustment supports. This can be problematic, as many students are concerned about the risks to their reputation that accompany disclosure. The creation of inclusive learning environments and providing institution-level supports that do not necessitate disclosure can be beneficial. These supports may include (but are not limited to): extended assessment due dates options to enable students to undertake learning activities or assessment in different formats (for example, oral or written presentation), which can be negotiated with teaching staff submission of assessment tasks via email rather than at the institution, following negotiation with teaching staff stress management and coping mechanisms taught in class recordings of classes provided online, enabling more flexible access and revision additional classes provided to supplement regular teaching sessions. course information provided in varied formats (for example, online and printed) online course materials provided, enabling more flexible access teachers making themselves accessible (for example, through regular