The case studies below are taken from real-life examples in Kingston and Richmond. We want to make this a "living" resource so we encourage schools, parents and young people to send us examples of reasonable adjustments that have been made. Please send your suggestions through the Contact Us (opens a new window) form on this website.
Mobility Issues
SEND |
Problem or issue to be addressed |
Received from |
Reasonable adjustment made |
Brittle Bone Disease |
Child requested to have more independence |
Teacher |
The child has been given their own set of keys, and a buddy to accompany them in the lift |
Mobility difficulties |
Getting around the school |
Teacher |
Adjustments to seating area and width and surface of pathways to accommodate walker/standing frame/chair. Buddies assist with sitting and an evac chair accommodates movement to the upper storey. |
No independent mobility |
Using incontinence / nappy pads |
Teacher |
Moving and handling training for staff involved. Electric height adjustable changing table |
Weak fine motor skills due to physical disability |
Note taking due to slow writing and hand weakness |
Teacher |
The child was given a dictaphone to record the teacher. The child also had a laptop to use to type any notes. |
Wheelchair user |
Two people required for all handling tasks |
Teacher |
Additional adults in place at key moments throughout the day: morning and end of day to transfer from home wheelchair to school chair, lunchtime to assist with toileting, PE/swimming lessons. |
Child with clubfoot |
Difficulty walking on long trips |
Teacher |
He can take his scooter or frame to help. |
Child using a walking frame |
Manage negotiating the classroom, including access to the toilet |
Teacher |
A rail was installed in the toilet for the child to negotiate onto the toilet. The school also ensured there was sufficient space between tables and floor activities for the child to use the frame. |
Child using a walker |
Lifting walker up steps into classroom |
Teacher |
Portable ramp that is moved to outside his classroom each year. |
Wheelchair user |
Need for physio to take place during the day |
Teacher |
Small room space provided for physio bed. School purchased hoist. Teaching assistants trained. Lesson time given over to physio. |
Reduced mobility |
Mobility around school that has four floors and several mezzanine sections and use of specialist chair |
Teacher |
All staff aware of difficulty via online inclusion register with photograph, pupil profile and various strategies for individual students. Pupil carries walkie talkie and lift key with them at all times. All staff required to provide an accessible space in their individual classrooms. Pupil to leave class five minutes early to avoid rush. Separate fire evacuation policy that all staff are aware of. Pupil has a lift buddy. All staff have regular emails re updates and are required to let pupils know in advance of any change of room. |
Limited use of left side |
Has difficulty carrying lunch tray |
Teacher |
Kitchen staff keep non-slip mats so that her meal is served alongside all her peers - thus preventing adult intervention. |
Physical disability |
Impaired walking, requiring a frame in school and wheelchair outside school |
Teacher |
Easily openable and lockable room for chair/frame. Lift key, can use lift with another student if has mobile phone. |
Wheelchair user with gross motor skills impaired. |
Access to toilet, classrooms and school trips |
Teacher |
Two support assistants to overlap for physio and comfort break. All lessons downstairs. Staff trained for access bus driving so school trips can be readily undertaken. |
Full time wheelchair users |
Physical access around the school for lunch, access to learning, fire safety etc. |
Teacher |
Specialist equipment in canteen. IPad/computer access. Specialist subject equipment, e.g. food tech, D.T. Physical support during P.E. and specialised gym equipment. Access to gym instructor. Fire drill timetables/evacuation plan. Adjustable tables and chairs in classrooms. Providing time for walker/standing frame. Staff on duty for toilet assistance. Recorder pens and dictaphone. Access to support on day trips. |
Right side weakness |
Difficulty writing |
Teacher |
Equipment supplied to support: seat wedge, plastic writing stand, laptop in classroom. |
Wheelchair user |
Mobility around site and emergency evacuation procedure |
Teacher |
The young person’s lessons have all been moved to the ground floor on his timetable (except when in our new building where there is a lift). Personal evacuation plan during fire alarms, whole year group is seated nearest fire exits during whole schools assembly. |
Wheelchair user |
Healthcare - toilets, hoisting, Powered wheelchair |
Teacher |
A changing bed, overhead hoist and special toilet seat were installed. Two teaching assistants assist with eating. Ramps fitted to all classrooms downstairs as she progresses through the school and when she reaches upper classes, they will be downstairs. The school has arranged for the child’s parents to drive through school gates and deliver her to school early. At lunchtime, more space has been created for her wheelchair. |
Wheelchair user |
Being able to eat in the school hall with peers |
Teacher |
Set place to eat, 1:1 adult support, specially adapted cutlery, wheelchair adjustments under supervision from occupational therapist. |
Wheelchair user |
Lift broke and parts would take some time to arrive |
Teacher |
All classes with that student in re-roomed in classrooms that were accessible to the student. |
Wheelchair user |
Access from room to room - different levels - wheelchair difficult to manoeuvre, Toilet visit - pupil unable to hold door to get chair in, Pupil unable to sit at table with peers |
Teacher |
School premises staff made ramps for doorways, Toilet buddies arranged, Wooden box made to raise feet so that wheelchair rest could be removed and chair then able to be pushed under table for access. |
Physical disability |
Sports day |
Young person |
Ensure that sports day includes accessible events and ones that the pupil with disability can shine at: for example crawling race, boccia, darts, snooker/pool, indoor rowing, seated volleyball. |
Physical disability |
Unable to use stairs, often late for lessons as has to wait for staff to give access to lift |
Young person |
Give young person key to the lift after being assured of ability to use lift safely and responsibly |
Physical disability |
Pupil is able to walk but does so slowly and gets tired. School is large spread out site. Pupil is often late for lessons |
Young person |
Timetable lessons in rooms close together as much as possible |
Children with reduced mobility |
Cannot access the new playground climbing frame at any of the 4 access points |
Parent |
Parent shares the type of access that is suitable for the children in question, offering photos of equipment in a local park. School agrees to alter one of the access points from an upright ladder to an inclined step style ladder. |
Personal Care
SEND |
Problem or issue to be addressed |
Received from |
‘Reasonable adjustment’ made |
ASD |
Not toilet trained |
Teacher |
The intimate care policy was updated and staff identified to assist in such instances. The installation of the shower now also allows the school to deal with similar issues for other pupils. |
Child with a vesicostomy |
Changing nappies, cleaning |
Teacher |
Purchased mat, gloves, disposal bucket, aprons. Developing intimate care policy and record keeping. Training for staff. Timetable for changing and rota. Provision of dedicated space and time. Accessible toilet already in place. |
Lack of bladder and bowel control |
Child needs pad on all the time and changed regularly, Needs to be catheterised 4 times a day |
Teacher |
Trained staff on catheter and pad changing. Accessible toilet equipped with supplies. |
Physical disability |
Requires access to disabled toilet though able to use independently, spends time waiting for staff to get toilet access and this makes her late for lessons (and desperate!) |
Young person |
Give young person a key for the toilet and agree health and safety protocols |
Visual Impairment
SEND |
Problem or issue to be addressed |
Received from |
‘Reasonable adjustment’ made |
Blindness |
Tripping and falling over items |
Teacher |
Arranged a visit from SENSE and following advice / recommendations, made adjustments to the learning environment by painting white and yellow lines around all posts and doorframes (indoor and outdoor), put down colored mats in the base areas for construction and/or free play activities to decrease the risk of tripping/falling over these items. Painted yellow lines on all steps and raised areas. Created a sensory space in an unused cloakroom which has been furnished with visual resources specific to her particular needs. |
Cone dystrophy: extreme short sight |
Safely moving around school independently, Unable to pick out writing from background in books/worksheets |
Teacher |
Painted yellow lines on all steps. Adjusted all tasks to make them readable by enlarging print/minimising writing on a page. Staff training. Use of laptop and Ipad Adjust contrast/backgrounds on computer screen. |
Degenerative eye condition |
Pupil is losing sight in both eyes - unable to access/take part in SAT’s and will eventually lose sight |
Teacher |
Teaching assistant undertaking braille training and school has purchased braille machine. Teaching assistant now able to help teach pupil braille for when eyesight has been lost. Teaching assistant using whiteboards to enlarge SAT papers etc, so pupil can access. |
Nystagmus and Albinism |
Unable to access printed materials, Safety in school and corridors, Should avoid sun, Glare problematic, Safety on trip |
Teacher |
Sunscreen and hats held in student services. Care plans in place and instructions for trips. Seating plan instructions. Passports issued with strengths and outcomes INSET to all staff beginning each year and highlighted needs. Dedicated teaching assistant to make enlargements for teaching staff. Large screen computer installed in computer rooms Large screen laptops acquired. Specialist software installed. Large print books. Powerpoints emailed to students. Kindles purchased. |
Severe visual impairment |
Safety around the school, Access in class, P.E lessons, Food technology |
Teacher |
All teachers have details of difficulties and best practice for all visually impaired students and best practice for each individual. Contrasting doors, stairs, rails etc. Printouts/handouts enlarged/personalised for student to use. Use of teacher’s computer. Additional adult. Modified activities - e.g. large badminton racket and large yellow shuttlecock. |
Visually impaired |
Cannot read small text, Cannot see the board text |
Teacher |
Sits at front, facing the board. Enlarge all text/handouts to A3 - large print. Large lined paper in books. Large print key words and books |
Visually impaired |
Cannot read small text |
Teacher |
Worksheets enlarged to font 28. |
Visually impaired |
Not able to access normal computer screens |
Teacher |
Purchase of larger screens. |
Visually impaired |
Student couldn’t see the board, videos etc. Student found it difficult to make her way around the school. Student is anxious at school |
Teacher |
Following advice from VI specialists:
|
Visually impaired |
Seeing work on desk |
Teacher |
Sloped surface. Purchased books with thicker lined paper. Enlarging text, including homework and stories sent home. Sitting closer to the front of the classroom. |
Sensory Sensitivity
SEND |
Problem or issue to be addressed |
Received from |
‘Reasonable adjustment’ made |
ASD |
Behaviour policy |
Teacher |
Adjustments to sanctions, e.g. internal exclusions/detentions are carried out by known key adult from SEN team in a calm and quiet setting. |
ASD |
Trailing finger along the walls of the corridor - sensory stimulation |
Teacher |
Hinge covers put on doors to ensure no fingers are trapped in the hinges of the doors. |
ASD |
Issues with sensory processing, Overwhelming environments |
Teacher |
Provision of simple equipment, wobble cushions, normal cushions, twiddles, weighted items, movement breaks, mats, ear defenders, chewies. Small group work on Occupational Therapy exercises daily run by teaching assistant. Backward chaining to develop access to difficult situations. Whole schools use of visual timetable, lanyard visuals, training on using child’s name first and simple language. Workstations in every class, use of tents, enclosed quiet areas. |
ASD |
Sensory difficulties |
Teacher |
Wedge cushions, Weighted blankets, Ear defenders. |
Autism |
Moving from one area of school to another |
Teacher |
Red line painted on the walls from key rooms that he visited so he could touch the line as he walked along. |
Autism |
Unstructured times, Support at busy/noisy times, Maintaining relaxation or baseline behaviour |
Teacher |
Learning support as ‘safe-haven’ with different club/activities Learning support staff and prefects/older students (with/without ASD) on duty Signposting students to existing clubs or activities Two minute warning bell for all students to ensure they are prepared/organised for next lesson ASD lunch club - promoting social interaction Skipping lunch queues with a pass Ability to eat food in places other than canteen, such as classrooms. |
Autism |
Child becomes overstimulated during lesson, Unable to cope with a large class |
Teacher |
Provided a quiet room for quiet breaks when needed. A small group room has been turned into his room. He likes to go outside so the Teaching Assistant takes the learning to him. |
Autism |
Sensory sensitivity to sound |
Teacher |
Child to have ear defenders available (all children with ASD to have a quiet space available to calm down when stressed). |
‘Sensory integration difficulties associated with ASD’ |
Difficulty in focussing at carpet/learning input, Difficulty in embarking on tasks and sustaining focus |
Teacher |
Cushions to sit on, Sensory circuit to be accessed before any focus required - throughout the day, Heavy work/carrying weighted bag, Special jobs, movement breaks. |
Sensory sensitivity |
Children who constantly seek sensory input or avoid sensory input |
Teacher |
Use of ear defenders, minimise visual input, e.g not looking at bright displays etc, Use of seat cushions, keep weight, fiddle toys etc. |
ASD and sensory sensitivity |
Dislikes noise, smells and sweatiness of most sports |
Young person |
Alternative/ individual sports such as pool/snooker, darts, quoits, bowls |
Access to the Curriculum
SEND |
Problem or issue to be addressed |
Received from |
‘Reasonable adjustment’ made |
ADHD |
Very disruptive in and around school and in lessons - racking up behaviour points, exclusions and at risk of permanent exclusion. Risk to self - has been showing risky behaviour at home and school. |
Teacher |
Consultations with parents and other professionals. Catches put on ‘safe’ area windows to limit width of opening. Behaviour incidents logged but not penalty points. Safe area and behaviour plans put in place. |
ADHD |
Level of distraction within the school |
Teacher |
An identified free lesson each day. Exercise breaks. Give creative responsibilities to the lessons Start with positives/success books. |
ADHD |
Can’t concentrate for very long. Very active. Works to own agenda |
Teacher |
Short term targets (by the minute if necessary). Reward targets. Leave class five minutes early - run around the playground and go 5 minutes late to lesson. |
ADHD |
Difficulty remaining focused through lesson. Impulsive behaviour leading to low level disruption |
Teacher |
Wobble cushion, Fiddle objects, Given jobs/regular opportunities to move around the classroom, In the afternoon (longer session), given opportunity to go for a run, Personalised behaviour system - call out cards/opportunities before warning is given. |
ADHD |
Finding difficulty following a series of instructions issued to prepare and complete a task, anxiety levels high/increased agitation evident |
Teacher |
Time out breaks to calm. Opportunity to complete task with support in a quiet space in another area of the school, access to calming tools such as stress balls/blu-tack etc. |
ADHD |
Attendance on a two night residential field trip, child may require additional support, Child may not be able to handle overnight stay in dormitory style accommodation |
Teacher |
Child was supported by her regular learning support assistants who knew her and was trusted by the child. A separate room, attached to the dorm, was made available to the child in the event that the dormitory was too stressful. Parents were committed to collecting the child in the event that the child was unable to cope. The trip was very successful. |
ADHD |
School trips |
Teacher |
Extra staff 2:1, Separate transport, Different lunch arrangements, Reward system for the child. |
ADHD |
The child arrives at school unsettled in the morning and is not ‘class ready’ or ‘ready for learning’ |
Teacher |
The child takes part in a physical activity during assembly (keep fit, basketball, goes for a run) before going into class. |
ASD |
Handwriting issues |
Teacher |
Sloped surface used when writing, Large pencil grips. |
ASD and sensory difficulties |
Becoming anxious, upset, angry, Loud noises / assembly / fire alarms, Lack of motivation to complete work / follow instructions, Dyscalculia / dysgraphia |
Teacher |
Card for ‘time out’ or ‘calming time’ to go to a quiet place in the room (book corner, calming tent). Ear defenders for child to wear. Regular reward time slots - work to earn a reward. Scribe for writing, write online (computer programme) - teacher can make a word bank, also predicts as you type. |
ASD - organisation and anxiety |
Child becomes anxious during transition when doesn’t know what is coming next - when moving to another classroom/outside |
Teacher |
Visual timetable at front of class - referred to at appropriate points during lesson. May need individual visual timetable/task board/motivator etc. |
Dyslexia |
Writing down ideas |
Teacher |
Laptop and speech to text software provided in class for writing activities. |
Dyslexia |
Poor/slow handwriting and presentation, Memory issues, Slow processing |
Teacher |
Laptops purchased by school and loaned out to students for lessons which involve a great deal of writing. Powerpoints printed and given to student as working document and aide memoir. Additional time to understand tasks, complete assessments, homework etc. Adapted homework. |
Language impairment |
Ability to access learning, given difficulties in understanding spoken language. Ability to express emotions, needs and requests |
Teacher |
Spoken language is supported by a high level of visuals, e.g usual timetable for class, signs/symbols used to support written/spoken language (e.g toilet), objects held whenever talking about things - particularly when introducing new vocabulary. Class to adopt set phrases and to sign/gesture, Non-verbal language is accepted by all as though it was spoken language. |
Language impairment |
Generating and writing sentences with correct grammatical structures |
Teacher |
Use of teaching assistant time to pre-teach by creating work bank - mind map/word map. Child friendly checklist that child can go through independently. |
Language impairment |
Learning new vocabulary |
Teacher |
Visual dictionary and thesaurus with A-Z desk prompt to help. |
Learning delay |
Unable to learn abstract concepts - sensory |
Teacher |
Number of objects to be used during learning process which could support understanding (soft-hard, smooth-rough, hot-cold, etc.) |
Multiple Learning Difficulties |
Working below Level 1 at Year 6 and could not access KS2 curriculum |
Teacher |
Set up experiential learning opportunities to make learning relevant and meaningful. |
Social, emotional, behavioural difficulties |
The child will run out of class. There is a school trip and the class teacher is concerned about taking the child off site |
Teacher |
A risk assessment was completed. It was felt that walking to the train station, catching a train and then tube into central London was too risky. The reasonable adjustment made was that the child travelled to the museum in a taxi with an learning support assistant. He planned his own route around the museum following his own interests with planned opportunities for meeting up with his class at lunchtime for a picnic lunch. A taxi collected him early and he returned to school following a successful trip. |
Physical disability, works slowly |
Insufficient time to show her capabilities in exams |
Young person |
Ensure that school applies for access arrangements that are permitted in each case: for instance up to 100% extra time plus rest breaks can be awarded in some cases. |
Pupil requires ICT to record in lessons at secondary school |
Having to go and sign out a laptop from the support department makes the pupil late for lessons and makes them ‘different’ |
Young person |
Have laptops available for all in subject departments so they are easily available. All laptops have supportive software loaded as standard. |
Medical Needs
SEND |
Problem or issue to be addressed |
Received from |
‘Reasonable adjustment’ made |
Allergies |
Severe allergies resulting in hospitalisation if she comes into contact with certain substances |
Teacher |
Separate lunch table for the child, as well as training for staff. |
Child with cancer |
Tired, sensitive to sun, needs chemotherapy during school, line/box in chest to receive chemotherapy |
Teacher |
Rest breaks during school to lie down and rest, playtime extended into shaded early years area (he was year 3) to add year 3 pupils into play area. Allowed to change in toilets. Chemo was arranged with school nurse and done in school (ice lollies and reading books available to him). |
Diabetes |
Family and child wanted him to go on a 5-day school trip |
Teacher |
In preparation for the trip, a member of teaching staff and teaching assistant who were going on the journey attended training at St. Thomas Hospital for a day prior to the trip. Meetings were also organised with parents leading up to the trip and with the residential centre and a risk assessment in place for him, should a problem arise. |
Diabetes |
Insulin levels to be checked regularly Food/drinks to be had at particular points of the day |
Teacher |
Staff trained on how to support her. Office staff to supervise her taking snacks and remind her if she has not arrived. Increased numbers of staff in her year group first aid trained. |
Diabetes |
Ensuring that insulin has been taken, allowing for student to have lunch |
Teacher |
Plan written down. Head of Year, Pastoral Support Officer, tutor and any other teacher who teaches lesson before lunch reminds child to take insulin. Sixth former plus diabetic member of staff check students (year 7) have eaten lunch. Book in medical room signed by pupil and observed by medical staff every day. Students and teachers trained by diabetic nurse to recognise hypo/hyper diabetes. |
Epilepsy |
Seizures in lessons and medication to be administered |
Teacher |
‘Young epilepsy’ INSET to staff. Passport for student information to all staff. Care plan made with health professionals. Training for all staff re medication and seizure management continued each year. |
Epilepsy |
Child gets very tired which increased likelihood of seizures |
Teacher |
Two days went home at lunchtime. Organised therapy sessions around this so that he did not miss out on this. Sometimes allowed to have a nap during the school day. Residential trip organised transport so that he could come for 2 days instead of full week. Also organised for him to sleep in a room that had an adjoining door to the teacher’s bedroom. |
Epilepsy |
Epilepsy triggered by tiredness. When tired or stressed, the child suffers from absences |
Teacher |
Provided a quiet area with cushions to enable them to lie down and have a rest. |
Physical disability |
Absent from school for frequent surgery means never gets attendance award and has been sent warning letters re: attendance |
Young person |
Offer award for attendance at all times when not in hospital. Do not send automatic attendance warning letters when reason for absence is surgery. |
Hearing and Speech Impairment
SEND |
Problem or issue to be addressed |
Received from |
‘Reasonable adjustment’ made |
Child with hearing loss |
Couldn't always hear tambourine at different times of the day, e.g tidy up |
Teacher |
Staff attached colourful long ribbon to tambourine. |
Cochlear implant Speech and Language difficulty |
Ensuring the child is hearing what they need to hear |
Teacher |
Advisor from AfC liaised with Early Years Foundation Stage teacher. Strategies from Speech and Language Therapy introduced into daily routine. Visual timetables. All nursery teachers trained on how to communicate effectively with the child. |
Hearing impairment |
Hearing effectively in classrooms |
Teacher |
Soundfield system installed in classrooms where hearing impaired children are based. Teachers to wear 'radio aids' to connect to hearing aids of children in their class. |
Hearing impairment |
Impaired hearing |
Teacher |
Radio microphone - rooms he is timetabled in are carpeted and more dead to sound - non echo. |
Hearing impairment |
Access to assemblies and mainstream lessons |
Teacher |
PA system that links to visual aids and cochlear implants. |
Hearing impairment |
Children can’t clearly hear input from class teacher. Too much background noise |
Teacher |
Hearing device (portable) used in classroom. Device worn by teacher so her voice is carried to child. |
Speech |
Unable to communicate clearly with friends, peers, staff |
Teacher |
Personal Ipad - communicator to be used by a child when addressing needs and verbal communication becomes difficult. |
Further advice
ADHD
- ADHD Richmond have supplied some additional information which you can download here (pdf)
Autism
- The National Autistic Society website contains information about Reasonable adjustments for autistic pupils’ sensory differences (opens a new window)
Hearing Impairment
- Information is used by a local school for assisting children and young people with hearing impairments - download here (pdf)
Further Education
- Disability Rights UK have information on their website about reasonable adjustments for students in further education (opens a new window)