ADCET Webinar: When Is An Adjustment Reasonable In Education?

Slide 2: Presenter
Rick Boffa: Manager, Equitable Learning Services
Slide 3: Session objectives
•	Define the term reasonable adjustment
•	Provide you with a simple formula to help you determine when an adjustment is reasonable/unreasonable
•	Provide some case studies for discussion
Slide 4: Definition of Reasonable Adjustment 
An adjustment is considered ‘reasonable’ if it balances the needs of all parties.
Slide 5: Relevant Parties
Who are the relevant parties to consider when attempting to determine ‘reasonable’ adjustments?
•	The institution 
•	Academics/teaching staff
•	Other students
•	Student with a disability 
Slide 6: Formula
RA = institution+ staff+ other students+ student with disability 
Slide 7: Discussion: Case Study 1
Student with a disability has requested an alternative assessment arrangement (AAA) instead of sitting formal exams. This request has been made at the end of semester during the formal exam period and the student wants it to apply immediately, if possible. Is this reasonable?
•	Depends
•	However given the extremely late notice it is unlikely that such a complex adjustment can be applied at this late stage
•	Discussion
Slide 8: Discussion: Case Study 2
Student with a disability has been assessed by a disability practitioner (advisor) as requiring the following adjustments for their formal exams: 15 minutes additional writing time per hour, 10 minutes additional reading time, 10 minutes per hour rest breaks, room on own and a scribe. Is this reasonable?
•	Depends
•	Discussion

Slide 9: The end………
Thank you!
Rick Boffa, RMIT, Manager, Equitable Learning Services
rick.boffa@rmit.edu.au