Reasonable Adjustments

Reasonable Adjustments

A reasonable adjustment is measure or action taken by an education provider which enables a student with a disability to participate in education or training on the same basis as a student without a disability. It is not intended to offer a student with a disability an advantage, to change course standards or outcomes, or to guarantee success.

Section 3.3 of the Disability Standards for Education 2005 defines adjustment as:

  1. a measure or action (or a group of measures or actions) taken by an education provider that has the effect of assisting a student with a disability:
    1. in relation to admission or enrolment — to apply for the admission or enrolment; and
    2. in relation to a course or program — to participate in the course or program; and
    3. in relation to facilities or services — to use the facilities or services; on the same basis as a student without a disability, and includes an aid, a facility, or a service that the student requires because of his or her disability.

An adjustment is considered to be reasonable in relation to a student with disability if it balances the interests of all parties affected and due consideration must be given to the following:

  • the student’s disability and his or her views
  • the effect of the adjustment on the student, including the effect of his or her ability to achieve the learning outcomes, participate in courses or programs and achieve independence
  • the effect of the proposed adjustment on anyone else affected, including the University staff and other students
  • the costs and benefits of making the adjustment

Reasonable adjustments to teaching, learning and assessment activities need to be justifiable and must uphold the academic integrity of the qualification.

Examples of reasonable adjustments

Reasonable adjustments are based on reducing the impact that a student’s disability has on their ability to participate in their studies and can include:

  • changes to course design,
  • modifications to the physical environment,
  • provision of equipment or specialised services,
  • provision of materials in alternative accessible formats,
  • changes to timetables and scheduling arrangements,
  • changes to teaching practices.

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