Reasonable Adjustments at School for Children With SEND
Practical Changes That Can Reduce Barriers and Help Your Child Access Education
Reasonable adjustments can make a significant difference to a child’s ability to access school successfully.
For some children, the difficulty is not simply a lack of intervention.
The barrier may be:
- the way instructions are given;
- the sensory environment;
- the pace of lessons;
- transitions;
- homework expectations;
- classroom organisation;
- communication;
- social demands;
- or the way the school day is structured.
A reasonable adjustment is a change made to reduce a disadvantage experienced by a disabled pupil.
The most effective adjustments are individual to the child and linked directly to the barriers they experience.
What Are Reasonable Adjustments?
Reasonable adjustments are changes to normal school arrangements that may help a disabled child access education more effectively.
They may involve:
- teaching methods;
- classroom routines;
- communication;
- physical arrangements;
- sensory environment;
- assessment;
- homework;
- transitions;
- attendance;
- behaviour systems;
- or access to support.
The important question is not:
“What adjustments are usually given to children with this diagnosis?”
It is:
“What barrier is this child experiencing, and what change might reduce that barrier?”
Reasonable Adjustments Are Not the Same as SEN Interventions
This distinction is useful.
An intervention may be:
- a literacy programme;
- social skills group;
- targeted maths support;
- speech and language work;
- emotional-regulation sessions.
A reasonable adjustment is more about changing how the child accesses the ordinary school environment.
For example:
Barrier
Difficulty processing long verbal instructions.
Adjustment
Instructions broken into smaller steps with written or visual reinforcement.
Barrier
Sensory overload in a busy classroom.
Adjustment
Reduced sensory load, access to a quieter working area or adapted seating.
Barrier
Executive-function difficulties.
Adjustment
Visual checklist, task chunking and support with organisation.
Both interventions and adjustments may be needed.
Examples of Reasonable Adjustments at School
The correct adjustments will depend on the child.
Communication and Processing
Possible adjustments might include: shorter verbal instructions; one instruction at a time; written instructions; visual prompts; visual timetables; checking understanding; allowing additional processing time; pre-teaching key vocabulary; avoiding unnecessary complex language; use of symbols or alternative communication systems where appropriate.
Attention and Executive Functioning
A child with attention or executive-function difficulties may benefit from: clear task structure; chunking work into smaller steps; visual task lists; timers; reduced distractions; seating near the teacher; organisational checklists; reminders about equipment; explicit task-start prompts; regular check-ins; movement opportunities; support prioritising tasks; additional time for transitions.
Sensory Adjustments
Sensory differences can affect a child’s ability to concentrate, regulate and remain in the classroom. Possible adjustments include: quieter seating; reducing visual clutter; noise-reduction options; access to a quieter area; sensory breaks; movement breaks; reduced exposure to crowded spaces; adjusted lighting where possible; access to appropriate sensory tools; planned regulation opportunities; staggered transitions. The purpose should be to reduce barriers without unnecessarily isolating the child.
Classroom Environment
Some children may benefit from:
- seating away from distractions;
- seating near an exit where anxiety is a concern;
- predictable classroom routines;
- advance warning of change;
- structured starts and finishes;
- clear expectations;
- reduced copying from the board;
- alternative recording methods;
- use of a laptop or assistive technology;
- access to printed lesson materials;
- reduced written load where appropriate.
Movement and Regulation
Some pupils need movement in order to regulate attention or sensory needs.
Possible adjustments might include:
- movement breaks;
- classroom jobs involving movement;
- standing options;
- flexible seating;
- access to a regulation area;
- planned rather than reactive breaks;
- discreet sensory tools.
The aim should be to support regulation, not to punish a child for needing movement.
Transitions
Transitions can be particularly difficult for some children.
Adjustments might include:
- advance warning;
- countdowns;
- visual schedules;
- leaving class slightly early;
- entering class before busy corridors;
- support from a familiar adult;
- transition plans between lessons;
- preparation for staff changes;
- familiarisation visits before major transitions.
Homework Adjustments
Homework can become a major source of stress for some families.
Depending on the circumstances, adjustments might include:
- reduced quantity;
- extended deadlines;
- alternative formats;
- flexibility where school-day demands have already been significant;
- written instructions;
- clarification of expected time rather than volume;
- reduced penalties for incomplete homework where disability-related barriers are relevant.
The purpose is not to remove learning expectations automatically.
It is to ensure the expectation is accessible.
Assessment and Examinations
Some pupils may require adjustments in assessments.
These might include:
- additional time;
- rest breaks;
- smaller room;
- separate room;
- use of a word processor;
- reader;
- scribe;
- prompting;
- modified papers;
- assistive technology.
Formal examination access arrangements have specific rules and evidence requirements, so schools should follow the relevant process.
Break Times and Lunch Times
Unstructured parts of the day can be difficult.
Possible adjustments might include:
- access to a quieter space;
- structured lunchtime activities;
- trusted adult support;
- social support;
- early access to lunch;
- reduced queueing;
- permission to leave overwhelming environments;
- predictable break-time routines.
Reasonable Adjustments for ADHD
Children with ADHD may benefit from adjustments such as:
- shorter instructions;
- movement breaks;
- visual task structure;
- seating with reduced distraction;
- timers;
- chunked work;
- written reminders;
- support starting tasks;
- organisational scaffolding;
- discreet prompts;
- flexible ways to demonstrate learning.
The exact adjustment should reflect the child’s individual presentation.
Reasonable Adjustments for Autism
An autistic child may benefit from adjustments such as:
- predictable routines;
- visual schedules;
- reduced sensory load;
- clear literal language;
- advance warning of change;
- access to a quieter area;
- transition support;
- sensory regulation;
- reduced social pressure;
- flexibility around certain school routines.
Again, not every autistic child needs the same adjustments.
Reasonable Adjustments for Dyslexia
Possible adjustments may include:
- reduced copying;
- printed notes;
- extra processing time;
- assistive technology;
- accessible fonts or spacing;
- coloured overlays where individually helpful;
- audio support;
- alternative recording methods;
- spelling support;
- reduced written load where appropriate.
Reasonable Adjustments for Anxiety and Emotional Regulation
Adjustments may include:
- access to a named adult;
- calm entry routine;
- predictable expectations;
- reduced public correction;
- private feedback;
- planned regulation breaks;
- safe space;
- gradual transitions;
- clear communication about changes;
- flexible participation where anxiety is significant.
How Do You Know Which Adjustments to Ask For?
Start with the barrier.
For each difficulty, ask:
What is happening?
When does it happen?
What makes it worse?
What helps?
What support is currently required?
What change could reduce the barrier?
For example:
Difficulty: Child becomes overwhelmed during whole-class teaching.
Possible contributing factors: Noise, pace, language load, visual clutter.
Potential adjustments: Seating, reduced distractions, visual support, processing time, written instructions.
This produces a much stronger discussion than asking for a generic list of accommodations.
Reasonable Adjustments Should Be Recorded
Where an adjustment is important, it should ideally be recorded clearly.
This might be within:
- SEN Support plan;
- pupil passport;
- one-page profile;
- support plan;
- reasonable adjustment plan;
- medical plan;
- behaviour or pastoral plan;
- APDR record.
Recording the adjustment helps staff understand what should be happening consistently.
What If Some Teachers Use the Adjustments and Others Do Not?
This is a common problem in secondary schools in particular.
Ask:
- Where are the adjustments recorded?
- How are staff informed?
- Who is responsible for ensuring consistency?
- How is implementation monitored?
- What should happen when a supply teacher is present?
An adjustment that only works in one lesson may not adequately remove the wider barrier.
What If the School Says an Adjustment Is Not Possible?
Not every requested adjustment will necessarily be reasonable or appropriate.
But it is useful to ask:
What barrier has been identified?
Why is the requested adjustment not considered reasonable?
What alternative adjustment is being proposed?
What evidence supports the alternative?
The discussion should focus on how the disadvantage can be reduced.
How Should Adjustments Be Reviewed?
Reasonable adjustments should be reviewed in the same practical way as other SEND support.
Ask:
- Was the adjustment actually used?
- How consistently?
- Did it reduce the barrier?
- What evidence shows that?
- Does it need modifying?
- Is a different adjustment needed?
This links naturally into the Assess, Plan, Do, Review cycle.
When Reasonable Adjustments Are Not Enough
Sometimes adjustments help but do not fully meet the child’s needs.
If the child continues to struggle, it may be necessary to consider:
- additional interventions;
- specialist assessment;
- stronger SEN Support;
- more specific provision;
- further professional input;
- or whether an EHC needs assessment should be explored.
Preparing for a SENCO Meeting About Adjustments
A SENCO meeting is a good opportunity to discuss:
- what barriers the school has identified;
- what adjustments are already in place;
- which adjustments are working;
- which are not working;
- what new adjustments could be considered;
- how they will be recorded;
- who will communicate them to staff;
- and when they will be reviewed.
How School of Diversity Can Help
Our SEND support can help parents identify which adjustments may be relevant to their child’s individual needs.
We can review:
- school information;
- SEN Support plans;
- APDR records;
- professional reports;
- diagnostic assessments;
- parent observations;
- attendance information;
- current adjustments;
- and the areas where the child continues to struggle.
We can then help identify:
- barriers;
- possible adjustments;
- areas requiring clarification;
- questions for school;
- and next steps.
SEND Action Plan
Our SEND Action Plan can include review of:
- current reasonable adjustments;
- SEN Support provision;
- school evidence;
- relevant professional recommendations;
- possible gaps;
- and practical next-step recommendations.
SEND Action Plan — £195
Frequently Asked Questions
Does my child need a diagnosis to receive reasonable adjustments?
Not necessarily.
The focus is on whether the child is disabled for the purposes of the Equality Act and whether they experience a substantial disadvantage.
Are reasonable adjustments only for children on SEN Support?
No.
A child may require reasonable adjustments whether or not they are formally recorded as receiving SEN Support.
Can I ask for specific adjustments?
Yes.
Parents can suggest adjustments, but the discussion should focus on the barrier being experienced and what would reasonably reduce it.
Should reasonable adjustments be written down?
Where an adjustment is important to consistent access, it is good practice for it to be clearly recorded.
What if an adjustment works at home but school refuses it?
Ask the school to explain whether the same barrier is present in school and what alternative they propose.
Can adjustments include attendance arrangements?
Potentially, where disability-related barriers affect attendance.
The correct approach depends on the child and circumstances.
What if the adjustments are not working?
They should be reviewed.
This may mean changing the adjustment, reassessing the barrier or considering additional provision.