Abstract
From September 2002 in the UK, the Special Education Needs Disability Act (SENDA, 2001) required that reasonable adjustments be made in further and higher education so as not to place disabled students at a substantial disadvantage. There is an anticipatory duty on Higher Education Institutions (HEIs) - it is not acceptable to wait for disabled students to arrive and then think about how to make reasonable adjustments. To avoid discrimination and possible litigation it is important to ensure that learning experiences are, as far as is reasonably practicable, comparable for all students. This research will focus on disabled students with visual, hearing and mobility impairments (VHMI). A suite of reasonable adjustments will be presented at four stages in the learning process (i) learning outcomes, (ii) teaching and learning strategies, (iii) assessment, and (iv) assessment criteria. The methodology is based on a literature review and informal interviews with subject specialists, disabled students and practising construction professionals. The areas chosen for investigation are laboratory work, fieldwork and site visits. The design of reasonable adjustments is time consuming, and needs innovative thought and commitment from tutors. There is much work to be done in the built environment discipline to fulfil the anticipatory requirements of SENDA.