Consultation

Consultation is a discussion held between multiple parties with the aim of sharing knowledge and opinions before making a decision.

Under the Disability Standards for Education 2005 This link will open in a new window (the Standards), students with disability and their families have the right to be consulted about reasonable adjustments to enable them to participate in education on the same basis as students without disability.

Students with disability and their families have valuable knowledge and experience that can assist education staff to make good decisions. The Standards require education staff to consult with a student with disability, their parent or other associate before choosing and making reasonable adjustments.

To decide on reasonable adjustments for a student with disability, a consultation is likely to involve:

• education staff
• the student with disability
• associates, such as parents, guardians or carers
• specialists or other people with relevant expertise.

Consultation may also involve an advocate where the student or their parents, guardians or carers have sought their involvement.

Although not required by law, it is useful to have an agreed summary of the decisions made at consultation about reasonable adjustments. This reminds everyone how they decided to support the student while providing a reference point for reviewing progress at subsequent meetings.

Consultations about reasonable adjustments must cover:

• the needs of the student and whether an adjustment is required
• whether the adjustment is reasonable
• the extent to which the adjustment achieves its aim*
• whether it is the best adjustment.

*The aim of a reasonable adjustment will differ according to which part of the Standards it relates to:

• enrolment
• participation
• curriculum
• support services or
• harassment and victimisation.

Case study

Nina tells her mother she was chosen last for a sports team by the appointed captain, which embarrassed her. Her mother suspects this was because Nina has low vision and can’t catch balls very well.

Which of the Standards are relevant to Nina’s situation?

• Enrolment

  Nina was enrolled on the understanding that reasonable adjustments would be made. School staff must consult students with disability and their families on an ongoing basis when deciding on adjustments, to ensure they have access to education on the same basis as other students.

• Participation

  Nina has a right to participate in extra-curricular activities, such as sport, on the same basis as other students. The school must make adjustments to support her participation. For example, using balls with high colour contrast or requiring all players to wear wrist beepers could assist Nina to locate the ball and her team mates. Purchasing a rubber carpet runner and laying it around the game boundary could help signal to all players that they are about to step out of bounds.

• Curriculum development, accreditation and delivery

  Sport is part of the school curriculum that is designed with learning goals in mind. Identifying the learning goals of any educational activity helps schools and parents decide the best adjustments for students with disability. If the learning goal of a team sport is to develop teamwork and ball skills, Nina will need adjustments to assist her to develop the desired skills and achieve the learning goals.

• Support services

  Under the Standards for support services, Nina has a right to receive additional services or equipment to support her during sport. For example, the school may bring in a consultant to give advice on adjustments that will support Nina’s participation in ball games.

• Harassment and victimisation

  Nina must not experience discrimination in sport because of her low vision, either during the game or when team members are selected. The Standards for harassment and victimisation require education providers to take action to prevent students with disability experiencing humiliation and distress. For example, students can be allocated to sports teams in ways that respect their feelings, such as matching numbers or birthdays or pulling names out of a hat.

Spotlight: Consultation

Students with disability or their parents, guardians or carers have the right to be consulted about reasonable adjustments.

I am a … student with disability

I can expect that:

• the school will ask about my needs
• the education staff will listen respectfully when I explain how the school can meet my needs
• I will know how the education staff will teach me and keep me informed.

I can contribute by:

• talking to the school about my needs
• telling the school how the adjustment is working for me.

I am a … student without disability

I can expect that:

• the school will talk with students with disability or their families about how to meet their needs
• the school will listen to me if changes made for students with disability affect me.

I can contribute by:

• telling the school if these adjustments make it harder for me to learn.

I am a … parent, guardian or carer of a student with disability

I can expect that:

• the education staff will ask about my child's needs at school
• the school will consider my suggestions about adjustments
• I will have adjustments explained to me so that I can offer my opinion about them.

I can contribute by:

• discussing my child’s needs fully and openly with the school
• discussing my child’s progress with the school
• sharing information about my child with the school on a regular basis.

I am a … parent, guardian or carer of a student without disability

I can expect that:

• the school will talk with parents, guardians and carers of students with disability about how to meet their needs
• the school will consider the needs of my child when discussing the needs of students with disability.

I can contribute by:

• telling the school if I believe that changes made for students with disability affect my child.

I am a … parent, guardian, carer or other associate with disability

I can expect that:

• the school will consider my needs and support my involvement in my child’s education on the same basis as other parents.

I can contribute by:

• informing the school of my disability and discussing my needs with the school.

Video: © Association for Children with a Disability. This link will open in a new window