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Inherent requirements of the course
"Inherent requirements" describe those core components of a course that must be undertaken. However, what might appear to be essential may be achieved in another way.
It may be possible for the same learning outcomes to be achieved by different styles of participation in the unit/subject.
However, this does not mean compromising the academic integrity of the unit/subject.
If there are adjustments which can be made to assist students to meet these requirements, then the student cannot be excluded from enrolling in the course. Whether or not a person is permitted entry to a course depends only on whether s/he is able to meet those defined essential requirements.
The following questions are suggested to determine the essential requirements of units/subjects. For a more detailed explanation and further examples, please refer to: "Guidelines and procedures to assist universities to examine the inherent requirement of their courses when accommodating students with disabilities and/or medical conditions." Curtin University of Technology for Post Secondary Education Disability Network, Western Australia (PSEDN). July 2000 Volume 1 Report. (Watts, O., Stickles, C., Fraser, C., Carroll, R., Stewart, N., Radloff, A.)
Suggested questions
What is it about the content of this unit/subject which makes it essential, important or optional to the students' learning? On what grounds has this decision been made?
What do you want your students to know?
What is the learning and teaching strategy? Is the present method of instruction the only way that the required skills/abilities/knowledge can be acquired or imparted? What methods will best help students to achieve the learning outcomes?
What are the essential vs. the desirable outcomes of the course? Decisions about what constitutes the essential elements of a unit/subject should be a matter of academic judgement and not based on historical or employment-based grounds.
What are the assessment criteria? How are the required skills/abilities/knowledge taught and assessed? Does the teaching and assessment also involve lab and field work?
What is the assessment strategy? What are the methods of assessment best suited to students demonstrating their achievement of the learning outcomes?
Has the student been consulted on how they will manage the content and assessment requirements of the course?
If so, in what ways could the teaching and assessment requirements reasonably accommodate the students' needs? It must be noted here the key role of the Disability Liaison Unit to decide the appropriate accommodations.
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