Reasonable adjustment Reasonable adjustment refers to any modification made to the learning environment, certification requirements, training delivery or assessment method to help learners with a disability access and participate in education and training on the same basis as those without disability (IBSA, 2015). The Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992. They clarify the obligations of training providers to ensure that learners who have a disability are able to access and participate in education and training on the same basis as those without disability. Some examples of reasonable adjustments could include: Personal support services, e.g. a reader, Auslan interpreter, a scribe assistive technology or special equipment, e.g. screen readers, magnifiers, alternative keyboards modifying the presentation method, e.g. visual, oral, print, electronic adjustments to timeframes, e.g. providing materials prior to class, extended time limits adjustment of the physical environment, e.g. specific furniture, arrangement of classroom. The determination of “reasonableness” requires judgement that must take into account the impact on the RTO and the need to maintain the integrity of the qualification. While reasonable adjustments can be made to the ways in which evidence of performance is gathered and demonstrated, the criteria for making Competent/Not Yet Competent decisions (and/or awarding grades) should not be altered in any way. That is to say, the standards expected should be the same irrespective of the group and/or individual being assessed (Disability Standards for Education 2005). Recognition of Prior Learning (RPL) and Credit Transfers Learners may apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification. Appropriate credit transfer may be granted to eligible learners against each unit of competency on evidence to successful completion of the same unit in an equivalent or higher nationally endorsed qualification. Credit transfer learners will finish the course in a shorter duration and are advised to consult appropriate authorities/bodies for applicable criteria if planning further study or stay in Australia. Applicants who have completed formal training or who have relevant and current work or life experience and consider they are able to meet the unit purpose may seek recognition. The college acknowledges skills and knowledge obtained through: BSB42415 | BSBCRT401 Articulate, Present and Debate ideas Page 33 of 36 Learner’s Guide | V 1.0 | Jan 2017 Macquarie Education Group Australia Pty Ltd t/a Macquarie Institute | RTO Code 91305 | CRICOS Code 02657J Approved by: Quality Manager | Next Review: Dec 2017
Formal training (conducted by industry or educational institutions in Australia or overseas) Work experience Life experience
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- Educational Psychology, ........., Formative assessment, Macquarie Education Group Australia Pty Ltd, Macquarie Institute