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Evaluating the use of reasonable adjustment plans for students with a specific learning difficulty

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Evaluating the use of reasonable adjustment plans for students with a specific learning difficulty. / Beck, Suzy.
In: British Journal of Special Education, Vol. 49, No. 3, 30.09.2022, p. 399-419.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Beck, S 2022, 'Evaluating the use of reasonable adjustment plans for students with a specific learning difficulty', British Journal of Special Education, vol. 49, no. 3, pp. 399-419. https://doi.org/10.1111/1467-8578.12412

APA

Beck, S. (2022). Evaluating the use of reasonable adjustment plans for students with a specific learning difficulty. British Journal of Special Education, 49(3), 399-419. https://doi.org/10.1111/1467-8578.12412

Vancouver

Beck S. Evaluating the use of reasonable adjustment plans for students with a specific learning difficulty. British Journal of Special Education. 2022 Sept 30;49(3):399-419. Epub 2022 May 11. doi: 10.1111/1467-8578.12412

Author

Beck, Suzy. / Evaluating the use of reasonable adjustment plans for students with a specific learning difficulty. In: British Journal of Special Education. 2022 ; Vol. 49, No. 3. pp. 399-419.

Bibtex

@article{2b12154c433a4172975b069873b42102,
title = "Evaluating the use of reasonable adjustment plans for students with a specific learning difficulty",
abstract = "Despite calls for a move away from individual adjustments toward a fully inclusive design for learning, the practice of applying institutional reasonable adjustments for disabled students persists in UK higher education. Previous research suggests, however, that these adjustments are often generic and do not appropriately address individual students' learning needs. If the practice is to continue, therefore, it is incumbent on higher education institutions to ensure current policies and procedures are fit for purpose and lead to increased accessibility for disabled students. This article presents a small‐scale developmental evaluation of Reasonable Adjustment Plans (RAPs) for students with specific learning differences at one large, post‐92 institution. Findings from 16 interviews indicate that despite some positive feedback, RAPs are not always well received by students and do not always lead to enhanced inclusion. A number of changes are recommended for practice, including stream‐lining existing processes, implementing a RAP review and focusing on relationships with faculty staff.",
keywords = "reasonable adjustments, higher education, specific learning difficulty, Original Article, Original Articles",
author = "Suzy Beck",
year = "2022",
month = sep,
day = "30",
doi = "10.1111/1467-8578.12412",
language = "English",
volume = "49",
pages = "399--419",
journal = "British Journal of Special Education",
issn = "0952-3383",
publisher = "Wiley-Blackwell",
number = "3",

}

RIS

TY - JOUR

T1 - Evaluating the use of reasonable adjustment plans for students with a specific learning difficulty

AU - Beck, Suzy

PY - 2022/9/30

Y1 - 2022/9/30

N2 - Despite calls for a move away from individual adjustments toward a fully inclusive design for learning, the practice of applying institutional reasonable adjustments for disabled students persists in UK higher education. Previous research suggests, however, that these adjustments are often generic and do not appropriately address individual students' learning needs. If the practice is to continue, therefore, it is incumbent on higher education institutions to ensure current policies and procedures are fit for purpose and lead to increased accessibility for disabled students. This article presents a small‐scale developmental evaluation of Reasonable Adjustment Plans (RAPs) for students with specific learning differences at one large, post‐92 institution. Findings from 16 interviews indicate that despite some positive feedback, RAPs are not always well received by students and do not always lead to enhanced inclusion. A number of changes are recommended for practice, including stream‐lining existing processes, implementing a RAP review and focusing on relationships with faculty staff.

AB - Despite calls for a move away from individual adjustments toward a fully inclusive design for learning, the practice of applying institutional reasonable adjustments for disabled students persists in UK higher education. Previous research suggests, however, that these adjustments are often generic and do not appropriately address individual students' learning needs. If the practice is to continue, therefore, it is incumbent on higher education institutions to ensure current policies and procedures are fit for purpose and lead to increased accessibility for disabled students. This article presents a small‐scale developmental evaluation of Reasonable Adjustment Plans (RAPs) for students with specific learning differences at one large, post‐92 institution. Findings from 16 interviews indicate that despite some positive feedback, RAPs are not always well received by students and do not always lead to enhanced inclusion. A number of changes are recommended for practice, including stream‐lining existing processes, implementing a RAP review and focusing on relationships with faculty staff.

KW - reasonable adjustments

KW - higher education

KW - specific learning difficulty

KW - Original Article

KW - Original Articles

U2 - 10.1111/1467-8578.12412

DO - 10.1111/1467-8578.12412

M3 - Journal article

VL - 49

SP - 399

EP - 419

JO - British Journal of Special Education

JF - British Journal of Special Education

SN - 0952-3383

IS - 3

ER -