|
Adjustment |
Barrier it addresses |
What the teacher does |
What to avoid |
|
Confirmed accessible room and route |
Stairs-only access or blocked routes prevent attendance entirely |
Verify accessibility in advance and relocate proactively if needed |
Relocate a session to an inaccessible room without checking first |
|
Adapted practical/lab tasks |
Fixed-height benches or standard equipment may not be usable |
Adjust equipment or offer an alternative task format |
Assume a standard lab setup works for every student |
|
Alternative to handwriting (e.g. dictation software, typing) |
Some conditions make sustained handwriting difficult or impossible |
Confirm alternative response methods are available for assessments |
Assume all students can handwrite under exam conditions |
|
Extra time and rest breaks |
Fatigue and pain can affect stamina during longer sessions or exams |
Apply agreed extra time and breaks consistently |
Treat a requested break as disruption |
|
Flexibility around attendance/lateness |
Fluctuating conditions can vary significantly day to day |
Agree in advance how missed sessions or lateness will be handled |
Penalise lateness or absence without accounting for the condition |
|
Recorded sessions as standard |
Attendance can be genuinely unpredictable with a fluctuating condition |
Offer recordings to the whole group as routine practice, not as an individual favour |
Make recording access conditional on individual request each time |
|
Accessible building infrastructure |
Ramps, lifts, and accessible toilets are a precondition for participation, not an added extra |
Advocate for and use available accessible infrastructure consistently |
Assume infrastructure limitations are outside a teacher's responsibility to flag |
As with the other categories, ask the student what they need rather than assuming from the diagnosis or from what worked for a previous student.