QFT - Reasonable adjustments

From the section: Physical Disability

In this section:

QFT - Reasonable adjustments

  • Resources, such as relevant checklists and specific environment audits should be used to inform school and classroom practice.
  •     Within school, Senior Leadership Team (SLT) should ensure that:
    • There is allocated storage areas available for specialist equipment.
    • Toilets are accessible and free from clutter.
    • Additional support for personal care is available to the young person as appropriate, such as dressing and toileting.   
    • School trips and extra-curricular activities are carefully planned, with risk assessments completed to ensure that reasonable adjustments are made for individual needs so all pupils can enjoy them.
    • Temporary reasonable adjustments are provided to the learning environment, as required, following temporary illness or injury.
  • Based on the pupil’s plan, advice from specialists and the views of the child, adapt the classroom so that the physical layout is not a barrier to learning.   
  • Ensure sensory issues are considered e.g. lighting and acoustics so that they are not a barrier to learning. Consider with senior leaders the following reasonable adjustments:  
    • Can curtains/blinds be used to control the light entering the room?  
    • Are artificial lights even and ambient?   
    • Are furnishings in strong contrast to the surroundings?
    • Are areas carpeted where possible? 
    • Can background noise be reduced? 
    • Can shiny, reflective surfaces be avoided to minimize glare?  
  • Ensure the school, and classrooms are free from clutter and furniture e.g. chairs are pushed in when not in use and cupboard doors/ drawers are kept shut. 
  • Consider alternative locations for play, as well as the playground, for example quieter areas if required.
  • Plan for support at social and unstructured situations if required e.g. break/lunch?
  • Ensure young people are seated appropriately in order to access the information provided by the teacher and reduce distractions.
  • Seating needs to be considered so that the young person’s writing arm is on the outside edge of a shared desk?
  • Consider adaptations for writing e.g. Is a writing slope required?
  • Check that the young person’s feet are on the floor (or another platform) when seated to maximize stability.
  • Plan for potential fatigue factors for some physical activities, for example, linked to PE sessions.
  • Provide motor rest breaks within the school day.