Asking for disability adjustments in education

Begin with the barrier you are facing

An adjustment is a change that helps a student access and participate in education. It might involve teaching materials, assessment arrangements, communication, equipment, the physical environment or the way an activity is organised. The useful question is what is getting in the way of your learning or participation, rather than whether you can manage without help if you work much harder.

Australian education providers have obligations under disability discrimination law and the Disability Standards for Education. They need to consult and consider reasonable adjustments. What is reasonable depends on individual circumstances, and essential course requirements still matter. This article offers a practical starting point rather than legal advice or a promise that a particular request will always be approved.

Describe the effect, then suggest a change

Write down two or three concrete examples. You might explain that an inaccessible document cannot be read with your software, background noise prevents you following discussion, or back-to-back classes leave no time to move between buildings. Link each example to the learning task you need to complete. A clear description helps staff understand the access problem without relying only on a diagnostic label.

If you know a useful option, suggest it: accessible files supplied ahead of class, captioning, an alternative room, rest breaks or a different way to demonstrate the same learning. You do not need to design the whole solution yourself. Ask the disability or learning support team what options they can discuss and what evidence they need.

Start early, but ask even if you are late

Contact the relevant office before a course or assessment where possible, because some changes take planning. At school, that may be learning support or a year coordinator; at TAFE or university, look for accessibility or disability services. Ask about deadlines, documentation, review dates and whether temporary arrangements are possible while formal paperwork is being considered.

If you only discover a barrier after classes begin, still raise it. Keep a written record of the request and who you spoke with. An email summarising a meeting can prevent confusion: “My understanding is that these materials will be provided in this format from next week.” Ask staff to correct anything you have misunderstood.

Keep your voice in the process

You can bring a support person to meetings and ask for information in an accessible format. Explain which approaches have worked previously and which have caused problems. An adjustment that looks helpful on paper may not suit your actual experience. Consultation should include your views, with family or carers involved as appropriate to your age, preferences and circumstances.

Ask how information will be shared with teachers and who can access medical documents. You may be comfortable discussing functional needs while keeping detailed health history limited to the support service. Check the provider’s processes rather than assuming every lecturer or classmate will be told everything.

Check whether the agreed changes apply to work placement or field trips, as well as classroom teaching. Ask who will communicate with the host and what you should do if a promised support is unavailable on arrival. Resolve as much as possible before the placement starts.

Follow up when an arrangement fails

If an agreed adjustment is not happening, describe the specific instance and its effect promptly. Ask for an interim solution so learning can continue while the issue is resolved. If you disagree with a decision, request the reasons and the review or complaints pathway. Student advocates, disability advocacy organisations or a trusted support person may help you navigate the process. Getting access can require persistence, but repeated barriers are not evidence that you do not belong in the course. The aim is a workable arrangement that lets you demonstrate your abilities.