Supporting students with disability in mainstream schools: Identifying key elements of quality reasonable adjustments

Inclusive education supports learning and participation of all students, including those with disability. Reasonable adjustments are changes or accommodations to instruction, curriculum and assessment that allow students with disability to access education on the same basis as their peers. The aim of this study was to explore the characteristics of inclusive reasonable adjustments using an expert panel's conversations about quality reasonable adjustments based upon the social model of disability as the theoretical framework. Data from recorded expert panel discussions in two workshops to develop a scale to measure the quality of reasonable adjustments were thematically analysed. The panel consisted of four participants in Victoria Australia, with diverse professional backgrounds, expertise, personal experiences and perspectives on inclusive education. The expert panel identified key elements underpinning quality adjustments that support inclusion of students with disability in mainstream classrooms. A key finding was that quality reasonable adjustments are multidimensional in nature and encompass various aspects, including participation, collaboration, choice, alignment with learning needs and goals, and the involvement of multiple stakeholders. Implications for educational stakeholders involved in designing and implementing reasonable adjustments are discussed.