Category	Possible Issue	Reasonable Adjustment Strategy (select as applicable)
LLN	Speaking Reading Writing Confidence	Verbal assessment Presentations Demonstration of a skill Use of diagrams Use of supporting documents such as wordlists
Non-English Speaking Background	Speaking Reading Writing Cultural background Confidence	Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process Use methods that do not require a higher level of language or literacy than is required to perform the job role Use short sentences that do not contain large amounts of information Clarify information by rephrasing, confirm understanding Read any printed information to the student Use graphics, pictures and colour coding instead of, or to support, text Offer to write down, or have someone else write, oral responses given by the student Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
Indigenous	Knowledge and understanding Flexibility Services Inappropriate training and assessment	Culturally appropriate training Explore understanding of concepts and practical application through oral assessment Flexible delivery Using group rather than individual assessments Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age	Educational background Limited study skills	Make sure font size is not too small Trainer/Assessor should refer to the student’s experience Ensure that the time available to complete the assessment takes account of the student’s needs Provision of information or course materials in accessible format. Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Educational background	Reading Writing Numeracy Limited study skills and/or learning strategies	Discuss with the Student previous learning experience Ensure learning and assessment methods meet the student’s individual need
Disability	Speaking Reading Writing Numeracy Limited study skills and/or learning strategies	Identify the issues Create a climate of support Ensure access to support that the student has agreed to Appropriately structure the assessment Provide information or course materials in accessible format, e.g. a text book in braille Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift