Abstract
Reasonable adjustments are changes or accommodations to instruction, curriculum and assessment that allow students with disability to access and participate in education on the same basis as peers without disability. The aim of this study was to examine how professional learning can strengthen teachers’ capability to design inclusive reasonable adjustments aligned with the Social Model of Disability and Multi-Tiered Systems of Support. This study draws on data collected as part of a randomised controlled trial that assessed the effectiveness of an online professional learning intervention on reasonable adjustments for educational stakeholders in mainstream primary school settings. Using content analysis, we examined the characteristics of adjustments suggested by teaching staff (n = 10) and analysed differences between intervention and control group participants, and before and after intervention. Findings indicated a shift among intervention participants from individualised towards whole-classroom adjustments designed to benefit all students. This study contributes to the understanding of how reasonable adjustments are conceptualised alongside tiers of support and universal design for learning approaches. Research and practical implications for teacher professional learning on inclusive practices are discussed.