Reasonable adjustments are measures and actions that have been adopted in Australia to assist students with disability to participate in their learning on the same basis as their peers in a way that is free of inequality and exclusion. However, little research explores the enablers and barriers associated with implementing reasonable adjustments to support student learning. Therefore, research-based guidance regarding how best to direct the successful implementation of reasonable adjustments is required. This scoping review of 25 studies found a limited body of research that suggested reasonable adjustments are an effective means to address learner diversity; however, several barriers exist in teacher and school attitudes towards making adjustments, as well as how policy of reasonable adjustments can be systematically applied. A model of best practice summarises a strategy to address these significant themes.

There are various models for supporting students with disability and their teachers in mainstream schools. In New South Wales, each school has a learning and support teacher allocation and the New South Wales Department of Education recommends each school have a learning support team. This paper draws on in-depth interviews with school staff from 22 schools, including 16 learning and support teachers, 20 class teachers, 25 school executives and other stakeholders. We report here on the role of learning and support teachers and learning support teams in planning, implementing and evaluating adjustments and on the operation of learning support teams. Qualitative analysis of the interview transcripts revealed two kinds of learning support teams: those that focus on a particular student and those that oversee the education and resource provision for all students with disability in a school. Some teams had more of a focus on administration and resourcing, while others dealt more with educational adjustments. Similarly, some learning and support teachers were more involved in administrative and liaison roles, while others were more active in supporting teachers and providing services directly to students. The most detailed descriptions of support were provided by learning and support teachers with special education qualifications.

Autism spectrum disorder (ASD) is a neurodevelopmental condition that can affect a person’s ability to manage the complexities of varied social and environmental situations. This is particularly evident in the dynamic context of a school classroom. To assist students with ASD to navigate the complexities of Australian primary and secondary mainstream classrooms, educators are required to provide ‘reasonable adjustments’ to support learning; that is, to make changes that are practicable and achievable in order for students to access learning on the same basis as their peers. We present an argument that the ‘reasonable adjustments’ made by schools to ensure that students with ASD have equitable learning opportunities should meet a criterion of acceptability where the adjustment is evidence based. The paper also offers a summary of evidence-based pedagogical strategies that have been effective for students with ASD and concludes with a discussion offering evidence-based practices as a solution to meeting legislative requirements for students with disability.

Unrecognised psychiatric and medical conditions can lead poorer health outcomes, lower health-related quality of life and increased mortality in people with autism, compared with the general population. A reasonable adjustment required in mainstream services is patient prioritisation by clinicians with knowledge and understanding of autism. Developed as part of the revised autism strategy, the recently developed autism competency framework lists the range of capabilities that psychiatrists who treat people with autism should have. Psychiatrists could lead the workforce transformation required to make the reasonable adjustments to mainstream mental health services needed to improve outcomes for people with autism.

Accounts of employment experience with Hepatitis C (HCV) are scarce, particularly within a UK context where few qualitative studies are available. This article reports on a piece of empirical work which sought to explore the experiences of living with HCV in the UK, out of which the experience of employment emerged. Two standout areas of discussion in this article are the degree to which individuals felt protected in disability legislation (i.e. the Disability Discrimination Act, 1995, 2005, now part of the Equality Act 2010) and their experiences of receiving reasonable adjustments in the workplace. This research highlights the apparent lack of acknowledgement that HCV can affect employment and indeed that the difficulties faced by those with HCV are shared by other disabled people. The findings here suggest that where workplaces facilitate or allow reasonable adjustments employees were able to take up the potential that allowed them to work in sustainable ways.