Australian university disability practitioners have long advocated statements that describe the inherent requirements of academic programs. Students are protected by the Disability Discrimination Act 1992 (Cth), which makes it unlawful to discriminate on the grounds of disability across a range of criteria that include denying access to any benefit provided by the educational authority, and developing curricula that will exclude a person from participation. Similarly, the Disability Standards for Education 2005 (Cth) require universities to make their programs accessible to students with disabilities and make reasonable adjustments to enable student participation. Reasonable adjustments routinely made include provision of additional time to complete assessment tasks and provision of academic information in ways that are accessible to relevant students (such as Braille readings or Auslan interpretation). However, while reasonable adjustments are required, these accommodations cannot themselves compromise the essential elements of a course that all students must meet. The essential elements of courses are not self‐evident.

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