Substantial adjustments

Level of adjustment descriptor

Students with disability who have more substantial support needs are provided with essential adjustments and considerable adult assistance.

Adjustments to the usual educational program occur at most times on most days and may include:

• additional support or individualised instruction in a highly structured manner, including adjustments to most courses, curriculum areas, activities and assessments
• personalised and explicit instruction to support one or more areas of communication
• planned health, personal care and/or safety support or intervention, in addition to active monitoring and supervision.
• adjustments to enable access to learning may include:
  • specialised equipment
  • specific planning for access to activities or facilities
  • closely monitored playground supervision
  • modification to school environments, such as buildings and facilities
  • environmental adjustments to support participation in learning
  • provision of specialist advice on a regular basis
  • support from specialist staff.

Typical adjustment

Adjustments at this level generally:

• are considerable in extent
• occur within highly structured situations.

Specific examples of adjustments at this level could include:

• adjustments to teaching and learning, such as:
  • frequent (teacher directed) individual instruction
  • access to bridging programs
  • adapted assessment procedures (eg assessment tasks that significantly adjust content and/or the outcomes being assessed)
  • regular direct support
• adjustments to support communication, such as:
  • adjustments to delivery modes
  • significantly modified study materials
  • adapted assessment procedures (eg assessment tasks that significantly adjust mode of presentation and format)
• adjustments to support health, personal care or safety, such as:
  • frequent assistance with mobility and personal hygiene
  • close supervision in highly structured situations
  • the provision of additional supervision on a regular basis
• adjustments to enable access to learning, such as:
  • close playground supervision may be required at all times
  • regular visiting teacher or external agency support
  • access to a specialised support setting
  • essential specialised support services for use of technical aids.

Student characteristics

Examples might include:

• students who require curriculum content at a different year level to their same-age peers
• students who will only acquire new concepts and skills, or access some of the outcomes and content of the usual learning program, courses or subjects, when significant curriculum adjustments are made to address their learning needs
• students who have limited capacity to communicate effectively
• students who need regular support with personal hygiene and movement around the school.

These students may also have considerable, often associated, support needs relating to their personal care, safety, self-regulation or social interaction, which also impact significantly on their participation and learning.