Setting the scene
Setting the scene
We have learned from Considering what is reasonable and facilitating disclosure that by law, education institutions and their practice partners have a legal obligation to provide reasonable adjustments under the Equality Act (2010).
This involves students being supported to disclose a potential requirement for reasonable adjustments. After disclosure, reasonable adjustments must be implemented to ensure the student can access all aspects of a practice education experience as close as is reasonably possible to that offered to students who are not disabled.
Supporting an underperforming student explored the duty to implement reasonable adjustments—in other words, to find out through discussion with the student and the tutor from their educational institution how practice-based learning can be adapted to create a ' level playing field'. This is also the case with practice-based assessment.
Students will naturally worry about assessments. This is no less true for students with a disability, who will also strive to demonstrate how they meet the placement standards, learning outcomes or proficiencies.
The subject of assessment and reasonable adjustments may also understandably raise a number of questions for practice educators, such as:
|
|
Is there guidance about assessment and reasonable adjustment in the practice setting? |
 |
Can reasonable adjustments be made to an assessment? |
|
|
How will I know if a student needs a reasonable adjustment to practice based assessment? |
|
|
What happens if a reasonable adjustment is made and the student fails an assessment? |
Setting the scene