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Hi Harriet, I think one important point to address is the question of competence standards. (Strictly speaking, the question of whether a proposed adjustment alters an academic or competence standard isn't a question about reasonableness, because the reasonable adjustment duty doesn't even arise in relation to the application of a competence standard. But in practice, when working out what adjustments ought to be made, altering a competence standard can be treated as something which makes an adjustment automatically unreasonable.) So, for example: - Law students are required to demonstrate a particular standard of knowledge in certain core areas of law before they can be awarded a qualifying law degree. A law department makes those modules compulsory. It would not be a reasonable adjustment to exempt a law student from one of those courses (as long as the competence standard is objectively justified). - First-year physiotherapy students must be able to use palpation on a human subject to identify specific anatomical features in order to progress to the second year of the degree programme. It would not be a reasonable adjustment to replace the directly observed practical skills test with writing an essay on anatomy (as long as the competence standard is objectively justified). Other examples of possible adjustments which are unlikely to be reasonable: - A lecture is starting in five minutes and there are 200 students waiting. A student approaches the lecturer and says, ‘The hearing loop is broken, we need to move to the lecture theatre in the building down the street.’ Even if the room is free, it’s not practical to move 200 people with 5 minutes notice, and is unlikely to be a reasonable adjustment. Instead, the lecturer might give the student his own detailed lecture notes and arrange to meet her during office hours to answer any questions. (And report the fault so it’s fixed for next week.) [practicability] - A student whose arthritis slows his writing speed significantly might benefit from slowing the pace of lectures drastically – but if the result is that none of the students cover the material required for the course, the adjustment is not likely to be reasonable. A better adjustment might be for this student to use a laptop, or the services of a human notetaker, and be provided with handouts in advance. [relevant and legitimate interests of others] - A science student with HIV has to miss some lab sessions for treatment. She is offered additional time in the lab to catch up, but she feels this would make her conspicuous to the other students and so rejects this suggestion for confidentiality reasons. She decides to make do with notes from the sessions she has missed. This adjustment is less effective, but respects her desire for confidentiality. [confidentiality] - A lecturer had a blind student last year who needed handouts produced in Braille. The lecturer is told she has a blind student this year, and arranges for handouts to be produced in Braille again. However, this student does not read Braille, and uses screenreader software instead. Producing the handouts in Braille this year was not a reasonable adjustment. [effectiveness] Hope that's useful, at least as a starting point for discussion! Katya Katya Hosking Inclusive Curriculum Officer, Cardiff University learning.cf.ac.uk/inclusive-curriculum Examples of UNreasonable adjustments? Harriet Cannon to: DIS-FORUM 16/07/2013 09:09 Sent by: "Discussion list for disabled students and their support staff." <[log in to unmask]> Please respond to Harriet Cannon *With apologies for cross-posting* Hello everyone, I’m putting together some training for support staff around disability support for students at university. One area which I know staff are always keen to know more about is reasonable adjustments. I have reams and reams of examples of reasonable adjustments in the HE environment, but I’m struggling to think of as many examples of UNreasonable adjustments. Does anyone have any good examples (real or hypothetical) they’d care to share with me? Happy for replies on of off-list. Thanks! Harriet Harriet Cannon Disability Coordinator (Autism Spectrum) Equality Service University of Leeds Leeds LS2 9JT Tel: 0113 34 37538 Email: [log in to unmask] Web: www.equality.leeds.ac.uk Hours of work: Monday-Wednesday, 7.15am-3.15pm Follow us on Twitter: http://twitter.com/UoLDisability Like us on Facebook: http://www.facebook.com/UoLDisabilityTeam Find us on the web: http://www.equality.leeds.ac.uk/