What does 'reasonable adjustments' mean in SEND education?

Understanding reasonable adjustments in SEND

Reasonable adjustments are changes to policy, practice, physical environment, auxiliary aids or services that avoid substantial disadvantage for disabled pupils. This legal duty under the Equality Act 2010 applies to all UK schools and exists separately from SEND support or EHCPs. As the Glossary and references (UK/US/CA/AU/IE) This page is informational explains, these adjustments focus on removing barriers that put disabled pupils at a substantial disadvantage compared to their non-disabled peers.

The Equality and Human Rights Commission (EHRC) defines reasonable adjustments as taking steps that are reasonable to avoid substantial disadvantage caused by a school's provision, criterion or practice, or by the absence of an auxiliary aid or service. Crucially, 67% of reasonable adjustments in schools involve changes in practice rather than expensive equipment, making them accessible to implement across different school contexts.

What makes an adjustment 'reasonable'?

The term 'reasonable' doesn't mean schools must agree to every request. Instead, it requires a balanced consideration of several factors:

• Effectiveness: Will the adjustment remove the barrier?
• Practicality: Can it be implemented within the school's systems?
• Cost and resources: Is it proportionate to the school's circumstances?
• Impact on others: Does it affect other pupils' education?
• Health and safety: Are there any safety considerations?

Schools must document their consideration process and provide clear rationale for their decisions. A blanket refusal without proper consideration risks breaching the legal duty.

How reasonable adjustments differ from SEND support

Many parents find the relationship between reasonable adjustments and SEND support confusing. The key distinction lies in their legal frameworks:

Reasonable adjustments stem from disability discrimination law and apply to any disabled pupil, regardless of whether they have identified special educational needs. The duty is anticipatory, meaning schools should think ahead about potential barriers.

SEND support follows the graduated response outlined in the SEND Code of Practice, involving assess-plan-do-review cycles for pupils with special educational needs.

Some pupils need both: SEND support for their learning differences and reasonable adjustments for their disability-related barriers. Having an EHCP doesn't remove the reasonable adjustments duty—they work alongside each other.

Practical examples of reasonable adjustments

Reasonable adjustments often involve straightforward changes that make a significant difference:

Access adjustments

• Breaking down complex instructions into smaller steps
• Providing written copies of verbal instructions
• Using visual timetables or task lists
• Pre-teaching key vocabulary before lessons

Assessment adjustments

• Extra time for tasks or tests
• Alternative ways to demonstrate understanding
• Reduced copying requirements
• Use of assistive technology

Environmental adjustments

• Preferential seating away from distractions
• Sensory breaks when needed
• Consistent routines and clear expectations
• Quiet spaces for regulation

Support tools

• Assistive technology like speech-to-text software
• Visual supports and prompts
• Adapted keyboards or writing tools
• Communication aids

The Qwixl perspective: Supporting while systems catch up

Many families find themselves in a frustrating waiting period—waiting for assessments, diagnoses, or formal support plans while their child struggles daily. The reasonable adjustments duty means support doesn't have to wait for paperwork.

Schools can implement practical adjustments based on observed need, parental insight, and evidence of barriers. This approach recognises that a child's difficulties are real and deserve response, regardless of diagnostic labels.

For writing tasks—often a significant barrier for many pupils—structured support can begin immediately. Clear frameworks, step-by-step guidance, and reduced cognitive load help pupils access the curriculum while longer-term plans develop.

Working with schools on reasonable adjustments

Effective collaboration between parents and schools improves outcomes for everyone:

Be specific about barriers: Instead of requesting general 'support', identify particular situations where your child faces substantial disadvantage.

Suggest practical solutions: Come prepared with ideas, but remain open to alternatives that achieve the same goal.

Document discussions: Keep records of meetings, requests, and school responses for clarity and continuity.

Focus on impact: Explain how barriers affect your child's access to education, not just their comfort.

Understand constraints: Schools must balance individual needs with whole-school resources and other pupils' requirements.

When disagreements arise

If you disagree with a school's decision about reasonable adjustments, several options exist:

• Request a meeting with the SENCO or headteacher to discuss concerns
• Contact your local authority's SEND team for guidance
• Seek advice from organisations like IPSEA or SOS!SEN
• Consider mediation services
• As a last resort, disability discrimination claims can be made to the First-tier Tribunal

Most disagreements resolve through discussion when both sides understand the legal framework and focus on removing barriers.

Moving forward with confidence

Understanding reasonable adjustments empowers parents to advocate effectively for their children. The duty exists to ensure disabled pupils can access education on equal terms with their peers—not to lower expectations, but to remove unnecessary barriers.

Remember that 67% of reasonable adjustments involve simple changes in practice rather than expensive resources. Small modifications often yield significant improvements in a child's educational experience and outcomes.

The reasonable adjustments duty recognises that true equality sometimes requires different approaches. By working collaboratively with schools and focusing on practical solutions, parents can help ensure their children receive the support they need to thrive in education.