Reasonable adjustments checklist
What to ask for and how
This section will provide a comprehensive checklist of reasonable adjustments that parents can request from schools for neurodivergent children. It will be organised by area of need: sensory, executive function, social communication, emotional regulation, and transitions. Each adjustment will include a brief explanation of why it helps.
This section will explain the legal basis for reasonable adjustments under the Equality Act 2010, including the anticipatory duty, and how to frame requests so that schools understand their obligations. It will be practical rather than legalistic, helping parents use the framework constructively.
This section will address common pushback from schools when adjustments are requested, including "we can't do that for one child", "it wouldn't be fair to the other children", and "we don't have the resources". It will provide evidence-based responses to each of these objections.
This section will also cover how to monitor whether adjustments are actually being implemented in practice, including what to ask your child, what to observe at pick-up and drop-off, and when to request a review meeting.
Key points
- Reasonable adjustments are a legal duty under the Equality Act 2010, not a favour that schools choose to grant
- Adjustments should be tailored to your child's specific profile rather than based on diagnosis alone
- Common adjustments include sensory breaks, visual timetables, movement breaks, pre-warning of transitions, and a quiet space to regulate
- If school says "we can't do that for one child", remind them that adjustments are about equity, not equality, and that the law requires individual consideration
- Check with your child regularly whether the adjustments are actually being implemented and whether they are helping