Reasonable Adjustment definitions

Reasonable Adjustments (RA): Definition of terms

Reasonable Adjustments: A Reasonable Adjustment ensures that students with disability can access and participate in Higher Education on the same basis as students without disability.

Flexibility in Assessments: Changed assessment formats and arrangements to support inclusive learning and assessment.

  • Extension of Assessment Deadline: This adjustment supports requests for a reasonable extension of up to 1 week without the need to supply further medical documentation or apply for Academic Consideration. The email request must be made in advance of the due date by the student and be related to the impact of their registered condition/disability. Requests for extensions beyond 1 week require further consultation between the Student, DLO and Subject Coordinator.

  • Support with Group Work: The student would benefit from being placed in a supportive group with effective communication and organisational skills. The student may need to seek additional support around the academic task and their performance in the group.
    Oral Presentations: Student may need to present to a small group (3-4 people), 1:1 to the Subject Coordinator, or submit a video recording of their presentation for marking. An alternative to an oral presentation may also be provided if academically appropriate.

  • Alternative Assessment Task: Timely student requests to their Subject Coordinator for an alternative assessment task where the one proposed is not possible/ difficult as a result of their registered condition/disability. Determining what is reasonable and approval of an alternative assessment is at the discretion of the Academic in consultation with the DLO.

NOTE: For students requiring a deferred exam, an Academic Consideration application is required 

Provision of Assistive Technology: Assistive Technology refers to any tool that helps individual students with disabilities to independently access learning materials.

  • Assistive Technology Training /Support: Includes an assessment of disability impacts on accessibility to learning resources; recommendations for appropriate Assistive Technology; provision of technology; and training in the application of the technology in the learning environment.

  • Assistive Technology Equipment: Student will be provided access to Assistive Technology Equipment and Software to support access to learning materials. Examples of Software and Equipment include -

  • Voice Activation Software: Allows users to create documents and email simply by speaking, control their computer by voice and quickly capture thoughts and ideas; e.g. Dragon and Mac Dictate

  • TextAloud: converts print to speech output for users to access learning materials. JAWS (Job Access With Speech): Is a computer screen reader program for Microsoft Windows that allows blind and visually impaired users to read the screen either with a text-to-speech output or by a Refreshable Braille display.

  • Smartpen: A Livescribe Smartpen is a digital pen with a microphone to record audio, a speaker for playback, a small OLED display, and internal flash memory that captures hand written notes, audio and drawings.

  • ACCESS Room: A designated learning space in the Library for students to access Assistive Technology Software, Equipment and other study resources.

  • Equipment (Other): Students may be provided with a range of equipment to support access. Examples include – Lecterns, Ergonomic Aids, E-Tags, and Lockers.

In-class Support: Adjustments that facilitate student learning in the classroom environment.

  • Note Taker Program: Supports students by providing detailed notes of lectures and classes.
    Transcription Service: The production of a typed copy of words spoken in a lecture, tutorial or class.

  • Interpreter (Sign): Students are provided access to a Sign Language Interpreter during lectures/classes to support inclusive learning.

  • Required Class Timetable: Support is provided to place students in the most suitable elective class/lab/tutorial due to the impact of their disability. Students are expected to advise of their time/class choices in advance of others enrolling online to ensure their allocation of a place.

  • Echo360 Recording: Student is provided access to an Audio recording of the Lecture/Class.
    Early Access to Learning Resources: The Subject Coordinator makes teaching materials available 24 hours in advance of the class to support the student’s class preparation and use of Assistive Technology.

  • Accessible Format: The Subject Coordinator supplies all teaching resources in a variety of identified formats to support access and inclusive learning aims eg. teaching and assessment materials on coloured paper or in an identified font size or to be accessed by Assistive Technology. To produce teaching resources in accessible formats refer to this free resource 

Other Academic Support:

  • Subject Mentor: Employed by Disability Services to reinforce and consolidate an understanding of course material and to provide encouragement and regular monitoring.

  • Organisational Mentor: Employed by Disability Services to assist student to develop independent organisational skills.

  • Facilitator: Employed by Disability Services to support a student’s access on campus. Includes assistance in teaching and learning labs and with campus way- finding.

  • Transition Mentor: Employed by Disability Services to provide flexible mentoring to support a student to build and apply their knowledge and understanding of must- know information about the UOW student lifecycle, services and skills.

  • Independent Learning Skills Program (Learning Development): A program of support offered by Learning Development to assist students with disabilities to develop the independent learning skills required to succeed at university.

  • Student Professional Experience Considerations: Further consultation is required between the Subject Coordinator, DLO and Student to determine impact of Disability on the Professional Experience and the reasonable adjustments that can be accommodated.

  • Fieldwork Considerations: Further consultation is required between the Subject Coordinator, DLO and Student to determine impact of Disability on Fieldwork and the reasonable adjustments that can be accommodated.

  • Recommended Reduced Subject Load: Disability Service has medical and other evidence to confirm the student’s disability impacts their capacity to successfully complete a full Subject Load. The Disability Service supports the student in any UOW or faculty process to request consideration of a reduced subject load.

Alternative Exam Arrangements: Changed exam conditions to support inclusive learning and assessment.

  • Provision of Assistive Technology: Provision of a computer or Assistive Technology software to enable accessibility and reduce the impact of the Disability on the Assessment process.

  • Provision of extra time: To reduce the impact of the Disability on the student’s assessment performance.

  • Provision of alternate exam conditions: To reduce the impact of the Disability on the student’s assessment performance. Examples include a separate room, the capacity to conduct the exam in a small group setting, negotiated time-tabling of the exam, breaks, altered supervision arrangements, exam paper type/colour/font, capacity to bring in food, medication, stand or alternate posture.