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Drawing on qualitative survey data, the study examines how Australian secondary mathematics teachers understand and implement adjustments for students with intellectual and developmental learning difficulties. Findings argue that inclusive teaching approaches largely meet these students’ needs, while restricting differentiated instruction risks breaching legal obligations. 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They must account for the student’s learning needs while balancing the needs of others and must not change the inherent requirements of the task.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How do teachers’ approaches relate to inclusive education?",{"text":116,"@type":112},"The paper notes that strategies such as separating students—through extraction or streaming—or providing substantially different content do not meet the definitions of inclusive education or reasonable adjustments.",{"name":118,"@type":109,"acceptedAnswer":119},"What are the study’s main concerns about restricting teachers’ freedom?",{"text":120,"@type":112},"The paper concludes with concern that limiting teachers’ ability to provide differentiated instruction may breach legal obligations, even though inclusive approaches can meet these students’ needs in most cases.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},586147,1792080240,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":46},1099523885336,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Secondary Mathematics Teachers’ Understandings of Reasonable Adjustments: Is it Inclusive Teaching?  \nKim Beswick  \nUniversity of New South Wales, Sydney [kim.beswick63@gmail.com](kim.beswick63@gmail.com)  \nMonica Cuskelly  \nUniversity of Tasmania [monica.cuskelly@utas.edu.au](monica.cuskelly@utas.edu.au)  \nRhonda Faragher  \nUniversity of Queensland [r.faragher@uq.edu.au](r.faragher@uq.edu.au)  \nJan Lloyd  \nUniversity of Queensland [j.lloyd@uq.edu.au](j.lloyd@uq.edu.au)  \nTeachers are expected to cater for the diverse learning needs of students in their classes including by the provision of reasonable adjustments for students with disabilities that impact their learning. In this paper we problematise the notion of reasonable adjustments for students with intellectual and developmental learning difficulties.  \nDrawing on qualitative survey data, we make the case that with few exceptions the needs of these students can be met using inclusive approaches to teaching that benefit all students. We conclude with concern that restricting teachers’ freedom to provide differentiated instruction for students risks breaching legal obligations.  \nAccess to education is recognised globally as a human right. United Nations’ declarations, including the Universal Declaration of Human Rights (1948), the Convention on the Rights of the Child (1989) (Article 28), Convention on the Rights of Persons with Disabilities (2006) , and Declaration on the Rights of Indigenous Peoples (2007) have led to legislation enshrining this right in signatory countries around the world including in Australia. Local legislative instruments include the Disability Discrimination Act (1992), Disability Standards for Education (2005), the Australian Curriculum (Australian Curriculum, Assessment, and Reporting Authority [ACARA], n.d.a) structured by year level, and the Human Rights Act (2019). The Disability Discrimination Act includes three key concepts:  \n1. The right to education on the same basis as other students.  \n2. Reasonable adjustments are made to ensure that students with disability have opportunities to participate in education and training.  \n3. Consultation between the school, parents/carers and student takes place prior to adjustments being made.  \nTeachers are thus legally obliged to implement reasonable adjustments when required but there exists very little guidance as to what it means to participate “on the same basis” or what constitutes a “reasonable” adjustment. Beyond legislative obligation, teachers feel a moral imperative to meet the needs of all their students and allow them to access the joy of learning. Early results of the project upon which this paper draws also suggest that students with intellectual and developmental disabilities very much enjoy experiencing the curriculum appropriate to their year level (Faragher et al., 2019). The specific research question that guided the study reported in this paper was, In what ways do Australian secondary mathematics teachers understand and implement reasonable adjustments for students with intellectual and developmental disabilities?  \nReasonable Adjustments  \nConsistent with the three concepts that underpin the Disability Discrimination Act, an adjustment is a measure taken to assist a student with a disability to participate in education or training on the same basis as other students. Such an adjustment is reasonable if it accounts for the students’ learning needs while balancing the needs of others, including the school staff and other students. Adjustments may not alter the inherent requirements of the task. For example,  \non a writing task, adjustments might include a speech to text device, so long as the task is not assessing handwriting. Consultation with parents and the student concerned is an integral part of identifying and making reasonable adjustments.  \nCommon approaches to teaching students who are well behind their peers for any reason include providing them with work from earlier ye","cbCaio1iNX3WL4CO","https://ap.wps.com/l/cbCaio1iNX3WL4CO","pdf",288736,"English","# Reasonable Adjustments\n## Legal and moral foundations\n## Definition of reasonable adjustments\n# Teachers’ Understanding and Implementation\n## Common non-inclusive approaches\n## Differentiated instruction and inclusive practices\n# Research Question","[{\"question\":\"What does the paper say “reasonable adjustments” are meant to achieve?\",\"answer\":\"Reasonable adjustments are measures that help students with disability participate in education or training on the same basis as other students. They must account for the student’s learning needs while balancing the needs of others and must not change the inherent requirements of the task.\"},{\"question\":\"How do teachers’ approaches relate to inclusive education?\",\"answer\":\"The paper notes that strategies such as separating students—through extraction or streaming—or providing substantially different content do not meet the definitions of inclusive education or reasonable adjustments.\"},{\"question\":\"What are the study’s main concerns about restricting teachers’ freedom?\",\"answer\":\"The paper concludes with concern that limiting teachers’ ability to provide differentiated instruction may breach legal obligations, even though inclusive approaches can meet these students’ needs in most cases.\"}]","Secondary Mathematics Teachers’ Understandings of Reasonable Adjustments - Is it Inclusive Teaching? | PDF",1792057082]