Abstract
This chapter explains the legislation and associated case law which underpins the right to reasonable adjustment in education for students with disabilities in Australian schools. It focuses, particularly, on obligations which arise under the Disability Standards for Education 2005 (Cth). It gives examples of the kinds of adjustment which may be made to promote equality of opportunity in the area of assessment. It also considers how the law has constructed the border between reasonable adjustment and academic integrity.
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Notes
- 1.
It is acknowledged that ‘inclusion’ is a contested term in the context of the education of students with disability. Analysis of the meaning of the term is beyond the scope of this chapter. For the purpose of this chapter, ‘inclusion’ is used by the authors to mean enrolment at a mainstream school which also enrols students without disability. It is also acknowledged that the Disability Standards for Education 2005 (Cth) use the word ‘participation’ rather than inclusion in this context.
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Dickson, E., Cumming, J. (2018). Reasonable Adjustment in Assessment: The Australian Experience. In: Trimmer, K., Dixon, R., S. Findlay, Y. (eds) The Palgrave Handbook of Education Law for Schools. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-77751-1_14
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