Reasonable adjustment in the classroom and at school are accommodations made to ensure that students with additional needs have equal access to educational opportunities. These adjustments are designed to create an inclusive and supportive learning environment which is of course what we want in all of our schools!

It means schools have a legal obligation under the Equality Act to support pupils who are disabled with reasonable adjustments, making sure they can benefit from what the school offers in the same way as a pupil who isn’t disabled.

A school must not discriminate against a disabled pupil because of something that is a consequence of their disability.

For example, preventing a disabled pupil on crutches from going out at break time because it would take too long to get out and back would be considered discriminatory.

https://educationhub.blog.gov.uk/2023/04/10/what-are-reasonable-adjustments-and-how-do-they-help-disabled-pupils-at-school/

Practical considerations

I’ve put together some guidance on reasonable adjustment and practical application in response to SENCOs who have suggested that they are struggling to get it across the importance of why reasonable adjustment is needed, what it entails and of course, why it is deemed reasonable.

Reasonable adjustment is part of everyday excellent teaching and where it is done well, schools have very good levels of empathy for their learners and what makes them thrive within their schools. In another school where reasonable adjustments are not made, the same pupils could at best simply survive and at worst be on a slippery slope to increasing attainment gaps and school avoidance. Not what any school wants.

I have compiled two downloadable infographics (scroll down) of examples and good practice although, often the best way to find out what a pupil needs is to ask them and add it in to their one page profile. Pupils can surprise you with their insightfulness!

Accessible Learning Materials

Providing textbooks and other materials in alternative formats, such as electronic versions, Braille, or large print and using accessible educational technology and tools. For example:

• Pre teaching supports new concepts.
• Mind mapping to support knowledge retention and vocabulary.
• Specialist teacher advice for specific pupils.
• Literacy difficulty friendly classroom.
• Now, next, then boards, brain breaks etc.

Extra Time and space for Assessments

Allowing students with additional needs such as literacy, SEMH and attention difficulties to have additional time to complete exams, quizzes or assignments, which is also part of access arrangements. For example:

• An anxious pupil is able to sit in a less stressful environment to complete assessments.
• Access arrangements cover all school assessments not just official exams.
• A pupil with literacy difficulties has access to a scribe and extra time where needed.

Flexible Seating Arrangements

Allowing students with a variety of additional needs to have flexible seating arrangements or preferential seating in the classroom, with enough space. For example:

• A visually impaired pupil sits near the front with space for extra VI technology.
• A pupil who needs a safe space can sit near the exit.
• A pupil with hearing impairment can sit somewhere quieter for partner work.

Assistive Technology

Providing and supporting the use of assistive technologies, such as screen readers, speech-to-text software, reading pens or communication devices. For example:

• Pupils have working memory support with recording devices or voice note apps.
• A pupil may need a reading pen to access the class texts.
• A pupil may need to complete the majority of work on a laptop and work on typing skills.

Modification of Assignments

Adjusting assignments to meet students’ additional needs such as scaffolding, adaption or breaking down tasks into smaller steps (chunking). For example:

• Pupils may have sentence starters, scaffolded activity sheets, word mats etc.
• Pupils may be able to choose how to complete a task.
• If an objective is not appropriate, an appropriate task or personalised curriculum is provided.

Note and communication Support

Note-taking assistance, through a peer note-sharing system, a scribe, or access in advance. Visuals & communication cards to assist students with hearing impairment, social emotional and mental health needs and speech, language and communication needs.

• Pupils could take notes as a group and share.
• Communication boards, lanyards and visual pictures for specific needs.
• A pupil may benefit from adult support to organise ideas, takes notes or support communication.

Physical Accessibility

Ensuring that the physical environment is accessible, with considerations for ramps and other accommodations for students with additional mobility needs. For example:

• Checking for the ability to move around the school building.
• Specific pupils may need pathways to be kept clutter free.
• Check for leads, loose rugs etc.
• A pupil may need braille added to displays or posters around the school.

Individual Plans and needs

There needs to be strategies and plans to support students with SEMH needs when a whole school behaviour policy isn’t appropriate. Some students on your register will need an individual education plan. Access to universal provision is also important. Consider your school’s universal (ordinarily available) provision offer. For example:

• A pupil may have access to ear defenders or a mindful area.
• A pupil may have their own SEMH support plan rather than follow the school one.
• A pupil may enter and exit the building a different way or time.
• A pupil may need language adjustments which need recording and to be used by all.

Many of these reasonable adjustments are very small things but they make a big difference to pupils with additional needs; not only for learning but also for confidence and feeling part of the school community. It’s also important to have a wide variety of pupils as part of student voice to that inclusivity can be explored further by pupils.

Here are the file downloads for you to use at school:

Hope they are useful and thanks for reading!

Lynn

Check out my accredited CPD courses with MyCPD: 

As well as my free stuff on YouTube: