You’re Not Asking for Too Much: Understanding Reasonable Adjustments

VHC team
Feb 24
3 min read

Text saying "You're Not Asking for Too Much" on striped pink, blue, and white background. Subtext: "Understanding reasonable adjustments."

If you’ve ever hesitated to ask for support at work or school because you were worried about being seen as difficult, needy, or asking for too much — you’re not alone.

Many people don’t realise they’re allowed reasonable adjustments until they’re already exhausted and burnt out. This post is about reframing reasonable adjustments as what they really are: practical tools for access, participation, and wellbeing.

What are reasonable adjustments?

In Australia, reasonable adjustments are protected under the Disability Discrimination Act 1992. Reasonable adjustments are changes to policies, practices, procedures, or environments that allow a person with disability to participate on the same basis as others. Now that might sound a bit formal, but the idea is, remove barriers so people can do their job, learn, or participate without unnecessary struggle.

An adjustment is considered “reasonable” unless making it would cause unjustifiable hardship to the organisation. Importantly, failing to make reasonable adjustments can be considered discrimination under the law.

Who can access reasonable adjustments?

Under the Disability Discrimination Act, disability includes:

neurodivergence
mental health conditions
physical, sensory, neurological, and psychosocial disabilities
chronic illnesses and medical conditions
disabilities someone has had in the past, may have in the future, or is assumed to have

What reasonable adjustments can look like

There’s no single list of “approved” adjustments — and that’s a good thing. What helps one person might not be so helpful for another.

Here are just some examples of what some might find helpful in work or education settings:

working from a quieter space instead of a louder office/space
noise-cancelling headphones
fidget or stim tools during meetings or tasks
low-light desk lamps or reduced fluorescent lighting
sitting-standing desks or alternative seating (like wobble chairs)
software to record or transcribe meetings
clear, written instructions and expectations
movement breaks
extensions on deadlines when needed

Adjustments are about access, not special treatment

Adjustments aren’t about getting an advantage. They’re about levelling the playing field. If someone needs glasses to see the board, we don’t call that special treatment. If someone needs noise reduction to focus, it’s the same principle.

When adjustments exist “on paper” but not in real life

Adjustments don’t work if they only exist as a policy.

Some workplaces and schools may have broad accommodation guidelines that are technically compliant — but not particularly helpful. Generic, one-size-fits-all adjustments often miss the mark because they aren’t tailored to the individual.

Effective accommodations:

are specific, not vague
are built into everyday routines
are simple and consistent
don’t single people out
actually make life easier, not just “tick a box”

When adjustments are woven into how instructions are given, how expectations are communicated, and how environments are set up, they tend to work much better — and feel far less awkward for everyone involved.

How we can support you

Knowing you’re allowed reasonable adjustments doesn’t always make it easier to work out what you need or how to ask for it. This is where support can help.

Our Workplace Needs and Accommodations Assessment is designed for neurodivergent people and people with disabilities who want clarity and documentation around their support needs at work.

It helps to:

identify barriers in your work environment
clarify practical, reasonable adjustments that help you thrive at work
provide documentation to ensure your rights are protected under federal & state anti-discrimination laws, and a report you can share with your employer

Our Educational Needs and Accommodations Assessment supports students in schools, universities, TAFE, and other learning settings.

It focuses on:

identifying learning barriers and strengths
identifying meaningful adjustments and personalised recommendations for advocacy and engagement
providing documentation so you can confidently request accommodations and reasonable adjustments.

Our assessments are strengths-based and focused on access — not deficit.