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Making a Reasonable Adjustment (continued)

Reflection

The issue of maintaining academic standards in relation to discrimination can be complex. However, in order to ensure that you are not discriminating against a disabled student, you need to reflect on what the learning outcomes and the core competencies for your course actually are.

Think about the following situations and try to apply similar situations to your course:

A student with ME asks if they can sit a 3-hour exam in two 1.5 hour sittings with a short rest in between.
Do you agree to this request?
Think about what the exam is actually testing: Is it their knowledge of the subject or is it their ability to take a 3 hour exam?

A deaf student asks you to face the class when speaking as she is lip-reading and cannot hear you when you face the board and speak.
Are you going to modify your teaching practice?
Think about whether your course is designed to test her ability to understand the material that you are presenting or her ability to take notes while you speak?

A blind student applies to do a forensic science course.
What are the core components of the course?
Is visual analysis of chemicals a core component?
If yes, can this student see sufficiently well to undertake this part of the course?
If no, then you may have a substantial justification for not accepting him onto this course.

If you reflect on your course and are unsure about whether or not a reasonable adjustment can be made, talk to your disability officer who will be able to advise you, or consult Skill [External link: Open in new browser window] or the DRC [External link: Open in new browser window] .

The DRC have produced a range of good practice guides which provide further information on strategies for complying with the Act and reasonable adjustments which could be made. These good practice guides are available for:

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