Below are some examples of ways in which you could make reasonable adjustments to support your learner’s needs in practice placement.   It is not a definitive list and we recognise that reasonable adjustments will vary depending on what can be reasonably met within the placement setting.

Learning, communication and numeracy skills

• Provide clear and direct instructions
• Supplement verbal information visually or in written formats
• Clear goal setting with expectations and boundaries
• Templates, crib sheets or examples of written work
• More time to process information or for note writing
• Allow use of my own (or any) assistive technology to support note writing (specify the technology required)
• Information provided in smaller segments (chunks)
• If required to give a presentation, to do so to educator/small group only (not whole team/service)
• Opportunities to practice tasks to become familiar first
• Important information to be provided more than once to support memory/processing

Concentration, awareness, memory and ability to learn and understand  

• A timetable for the first week of placement in advance of starting
• Negotiate e weekly timetable
• Alert to changes in timetable as far in advance as possible
• Negotiate flexible start/finish times
• Negotiate blended option to work from home to ‘break up’ working week
• Negotiate support with commute (flexible start/end time, possible accommodation on site)
• Time off for a regular appointment
• Will be using DSA to fund travel to/from placement

Environmental (physical, sensory, social) adjustments

• Pre-placement visit (and providing a map)
• Negotiate adaptations to manual handling tasks
• Access to a quiet space for note/report writing during noisier times
• Use of ear defenders in office spaces (learner to provide)
• Access to a space without bright lights for note/report writing
• Regular access to toilet facilities
• Able to move position regularly (avoiding prolonged sitting and standing)
• More frequent breaks throughout the day
• Accommodate for support worker or assistance dog

Mobility or physical requirements

• Ensure placement setting is already adapted if learner is a wheelchair user:
  • Safe means of access to and egress from the work area. May require a ramp at the main entrance to allow wheelchair access.
  • Handrails at the sides of the ramps and easy-to-open doors should also be provided, with corridors, work and toilet areas wide enough to allow wheelchairs to move along them easily.
  • Reduced height bench/storage shelves/fume hood available.
  • It may also be necessary to relocate light switches, door handles or shelving for people who have difficulty reaching these
• A shorter commute may be recommended for this need (although the university policy states commutes can be up to 90 mins)
• Suggest that placement setting completes own risk assessment
• Alter the height or location of task equipment /materials for safe and easy access and reach.
• Use of seating aid or specialist chair (learner to provide)
• Move work location to a more suitable/accessible area if possible
• Fire evacuation considerations, specific Personal Emergency Evacuation Plan (PEEP) likely to be needed
• Learners articulate understanding of Manual Handling (MH) techniques
• Learners are supervised and supported with MH throughout the placement
• Use of lift or handrails on stairs
• Contingency plans if learner is expected to travel elsewhere or conduct a home visit. Consider distance (for walking, driving or by public transport), duration to manage fatigue; and frequency in the day
• A pre-placement visit (and providing a map)
• Level access to and around the workplace: ensure placement setting is already adapted if learner is a wheelchair user:
  • Safe means of access to and egress from the work area. May require a ramp at the main entrance to allow wheelchair access.
  • Handrails at the sides of the ramps and easy-to-open doors should also be provided, with corridors, work and toilet areas wide enough to allow wheelchairs to move along them easily.
  • Reduced height bench/storage shelves/fume hood available.
  • It may also be necessary to relocate light switches, door handles or shelving for people who have difficulty reaching these.

Interruption of consciousness – (fainting or epilepsy, (anticipated or unexpected)

• Fire evacuation considerations, specific Personal Emergency Evacuation Plan (PEEP)
• Rest periods after an event/episode
• A place to lie horizontally or decrease prolonged standing for specific conditions such as POTS. When seated, may need to put feet up.
• Suggest placement setting completes own risk assessment.

Diabetes and other conditions requiring regular medication /food/ access to toilet facilities  

• Allow for breaks to take medication or food for condition
• Safe storage of food and/or medication
• Infection control
• Accommodate regular access to toilet facilities
• Suggest placement setting completes own risk assessment.

Upper limb function

• Suggestion of any (small) equipment that learner can use e.g. built up grips or technology to aid note-writing
• Suggest that placement setting completes own risk assessment.

Aerobic & physical fitness/ stamina

• Breaks and regular rest periods
• Manage posture with appropriate seating and/or supports (learners own)
• Decrease long periods of standing or walking
• Use of lift or handrails on stairs
• Suggest that placement setting completes own risk assessment.

Vision

• Provide documents and labels in larger text (or Braille)
• Enlarge signs
• Improved lighting/contrast
• Floors should be well maintained to prevent accidents
• Suggest that placement setting completes own risk assessment

Hearing and Speech

• Agree simple signs, particularly for in the event of an emergency. Consider the need for sign language
• Fit flashing lights to alarm systems or agree a strategy in place
• Suggest that placement setting completes own risk assessment.

Skin Function

• Accommodate for dressings or skin covering used where appropriate
• Risk assessed by placement setting if required to work with hot or cold temperatures (e.g. Activity of Daily Living, ADL, Assessment and Interventions such as meal prep, bathing, washing); or if frequent hand cleaning is needed.

• Negotiate regular check-ins with Educator or a named person
• Would benefit from clear and constructive feedback
• Allow extra time for reflecting

For more tips on support for specific diagnoses or learning needs, see the section which contains informative posters here and here.