Reasonable Adjustment Guide — ASC-Specific Adjustments and Inherent Requirements
Purpose
This document describes the adjustments available within ASC’s specific training context and defines the inherent requirements of the Diploma in Shiatsu and Oriental Therapies that cannot be adjusted without compromising the qualification’s integrity or client safety.
It is a companion to the Adjustment Framework and should be read alongside it. This document is reviewed whenever units of competency are updated, venue arrangements change, or new adjustment needs are identified across the student cohort.
Pre-enrolment availability of this guide
The inherent requirements and available adjustments described in this guide must be made available to all prospective students before their enrolment is confirmed. This enables students to make an informed decision about whether the course requirements are compatible with their needs, abilities, and circumstances, and to initiate an early conversation with ASC about adjustments where needed.
A current copy of this guide, or a plain-language summary of the inherent requirements, is available through the ASC website within the course information page and is included in or linked from enrolment information packages issued to prospective students. This responsibility sits with the Director – Student Wellbeing & Progress, who ensures the published version remains current whenever the guide is amended
ASC’s Training Context
Understanding what adjustments are possible at ASC requires understanding the specific environment in which training is delivered:
- Small cohorts: ASC operates with intentionally small student groups. This benefits students through close trainer attention but means trainer time and resources are finite. Adjustments that require sustained one-on-one trainer support may affect the experience of the wider cohort.
- Communal learning and clinical spaces: All training — including tutorials, practical sessions, and student clinics — takes place in communal spaces. ASC does not have private treatment rooms or dedicated individual assessment spaces. Adjustments requiring a private or isolated environment cannot be guaranteed.
- Floor-based practice environment: Shiatsu is primarily delivered at floor level on futons. The working environment includes futons, bolsters, side mats, blankets, and other client positioning equipment. This environment cannot be fundamentally altered without changing the nature of the practice being learned.
- Hands-on, body-based modality: Shiatsu is a physical, touch-based therapy. The qualification requires the student to give and receive treatments as an integral part of training.
- Holistic and relational practice: Shiatsu involves the practitioner’s presence, attunement, and responsiveness to clients — including clients in vulnerable, emotional, or distressed states. These are not peripheral skills; they are core competencies.
Available Adjustments
The following table outlines adjustments that ASC can consider for students with a range of needs. This list is not exhaustive — all requests are assessed individually. Where a need is not listed here, ASC will consider whether a reasonable adjustment is possible given the training context described above.
Learning and Assessment Adjustments
| Need | Possible Adjustment | Limitations |
|---|---|---|
| Dyslexia or reading difficulty | Extended time for written assessments; alternative submission formats (audio or video reflection in lieu of written where the unit permits); written instructions provided in advance of class | Alternative formats apply only where the unit of competency permits; some written assessments cannot be substituted |
| ADHD or concentration difficulties | Flexible submission deadlines (within unit timeframes); written instructions and session outlines provided in advance; permission to take movement breaks during long sessions | Cannot extend deadlines beyond unit assessment windows |
| Anxiety — assessments | Additional preparation time before assessments; advance notice of assessment format and criteria; access to Wellbeing Advisor before or after assessments | Cannot guarantee a private space; assessments occur in communal settings |
| Anxiety — clinical settings | Gradual introduction to clinic environment; additional debrief time with trainer after clinic sessions; Wellbeing Advisor available | See inherent requirements regarding clinical participation thresholds |
| Mental health conditions | Flexible attendance arrangements with makeup access where possible; modified study load or deferral options; regular Wellbeing Advisor check-ins | Clinical participation requirements cannot be waived; see inherent requirements |
| Physical injury — temporary | Modified positioning for receiving treatments; scheduled rest periods; adjusted practical participation with trainer agreement | Cannot exempt from hands-on treatment requirements; makeup sessions may be required |
| Chronic pain or fatigue | Adjusted session pacing where possible; seating options during theory components; planned rest periods | Floor-based practical components cannot be fully eliminated; see inherent requirements |
| English as an additional language | Extended time for written assessments; plain language instructions; clarification questions permitted during written tasks | Cannot alter assessment criteria or competency standards |
| Hearing impairment — mild to moderate | Written summaries of verbal instructions; face-to-face positioning during instruction; captioned video content where available | Real-time verbal client communication remains an inherent requirement; see below |
| Vision impairment — mild | Enlarged print materials; high contrast documents; preferential positioning in the room; minimal clutter in working area | See inherent requirements regarding floor environment and fire-based techniques |
| Neurodivergence — general | Advance notice of session structure and any changes to routine; clear written instructions; sensory considerations in the learning environment where practicable | See inherent requirements regarding client communication and holding space |
Environmental and Physical Adjustments
| Need | Possible Adjustment | Limitations |
|---|---|---|
| Limited mobility — mild | Preferential positioning near entry/exit; additional time to transition between floor and standing positions; seating provided during theory components | Floor-based practice is an inherent requirement; see below |
| Navigation difficulty in floor environment | Working area kept as clear as practicable at the start of each session; consistent positioning of equipment where possible; verbal orientation support from trainer at session start | Futons, bolsters, and client positioning equipment are definitional to the practice environment and cannot be eliminated; trip hazards cannot be fully removed |
| Sensory sensitivities — environment | Advance notice of any unusual sensory elements in a session (e.g., heat, strong scents); choice of treatment partner where clinically and practically possible | Communal clinic and class environment cannot be fundamentally altered |
| Fatigue or stamina limitations | Modified session participation with planned rest periods; makeup access for missed components | Core attendance and treatment hour requirements cannot be waived |
A Note on Assessment Space
ASC does not have private treatment rooms. All learning and clinical activity takes place in communal spaces shared by the full cohort. Where a student’s needs include reduced observation during assessment, ASC will endeavour — where practicable — to schedule assessments at quieter times or to manage the immediate working environment to reduce unnecessary distraction. A fully private assessment space cannot be guaranteed and is not available as a standard adjustment.
Inherent Requirements of the Qualification
The following are inherent requirements of the Diploma in Shiatsu and Oriental Therapies. They cannot be waived or adjusted without fundamentally altering the qualification or compromising client safety. Where a student’s condition may affect their ability to meet one or more of these requirements, ASC will discuss the matter sensitively and honestly, genuinely explore whether any adjustment is possible, and provide information about alternative pathways or options where relevant.
ASC will not conclude that an inherent requirement cannot be met without first conducting this genuine assessment.
1. Hands-On Treatment Capacity
Shiatsu is a touch-based body therapy. Students must be able to perform hands-on treatment on clients and fellow students as a core and continuous requirement of the program. This includes:
- Applying sustained, controlled pressure using hands, thumbs, elbows, knees, and feet
- Working with a range of client body types, sizes, and presentations
- Adjusting technique in response to client feedback and physical responses
Why this cannot be adjusted: Touch is the medium through which Shiatsu is delivered. Observation-only participation or partial treatment delivery does not meet the competency standard.
2. Floor-Level Work
The primary treatment environment in Shiatsu is the floor futon. Students must be able to:
- Work at floor level for extended periods (kneeling, squatting, standing over a client)
- Transition safely between floor and standing positions repeatedly during a session
- Manoeuvre confidently in a working space that includes futons, bolsters, blankets, and side mats
Why this cannot be fully adjusted: Floor-based practice is definitional to traditional Shiatsu methodology and is embedded in the units of competency. While some positional adaptations may be considered for temporary conditions, sustained inability to work at floor level affects a student’s capacity to meet core competency requirements.
What adjustment is possible: For temporary conditions (e.g., injury, short-term mobility limitation), modified positioning or reduced floor time may be negotiated during recovery. Students with longer-term conditions affecting floor-based work are encouraged to discuss their situation with the Director — Student Wellbeing & Progress early, so a realistic assessment of the pathway can be made.
Floor environment and trip hazards: The floor working environment includes equipment that cannot be removed — futons, bolsters, and client positioning materials are necessary for the provision of Shiatsu. ASC will minimise unnecessary clutter at the start of each session and ensure consistent equipment placement where possible, but cannot eliminate the inherent navigation challenges of this environment. Students with significant visual impairment or mobility limitations affecting safe navigation of this environment are encouraged to discuss their circumstances with ASC prior to enrolment.
3. Barefoot Shiatsu (Ashiatsu)
Barefoot Shiatsu is a defined style of Shiatsu included in the units of competency in which the practitioner uses their feet as the primary treatment tool. This is distinct from footwear requirements — it refers to a specific treatment technique performed standing, with practitioner body weight transferred through the feet to the client below on the futon.
Barefoot Shiatsu requires:
- Standing balance and controlled weight distribution over a client at floor level
- Proprioceptive awareness and fine motor control through the feet
- The ability to monitor and adjust pressure in real time through foot contact
Why this cannot be fully adjusted: Barefoot shiatsu is a named competency within the qualification. A seated adaptation may be considered on a case-by-case basis but cannot fully replicate the technique as defined in the unit of competency. ASC cannot guarantee that a seated adaptation will meet the assessment standard. Students with conditions significantly affecting standing balance, proprioception, or foot sensation are encouraged to discuss this requirement with ASC before enrolment.
4. Fire-Based and Heat-Based Techniques: Flame Cupping and Direct Moxibustion
Certain units of competency include the safe application of cupping and moxibustion — techniques that involve open flame and the application of heat directly to or near the client’s skin.
Safe application of these techniques requires the practitioner to:
- Visually monitor the flame throughout the procedure
- Read real-time visual skin responses (redness, sweating, discomfort signals) to assess heat tolerance and prevent burns
- React immediately to visual cues indicating adverse reactions
- Maintain precise visual awareness of flame proximity to the client’s skin, clothing, and the surrounding environment
Why this cannot be adjusted: These are client safety requirements, not stylistic preferences. The capacity to monitor flame and skin response in real time is non-delegable — it cannot be provided by a sighted guide or peer without that person taking over the treatment entirely. A student who cannot independently monitor flame and skin response cannot safely perform these techniques as a solo practitioner.
For students with significant visual impairment: ASC will discuss this requirement honestly at the earliest opportunity. Where a student has a visual impairment that affects their ability to safely perform flame cupping or direct moxibustion, options may include:
- Completing the theoretical components of these units without the hands-on assessment (where the unit structure permits)
- A formal discussion with the Director — Student Wellbeing & Progress about the impact on overall qualification completion
- Referral to ASQA or the relevant training package authority regarding any recognition pathway that may apply
This requirement will be raised proactively with any student who discloses a relevant visual impairment — it will not be left until the unit is reached in the program.
5. Client Communication and Verbal Interaction
Shiatsu practitioners must communicate professionally and safely with clients throughout the treatment process. This includes:
- Conducting a health intake and treatment planning conversation
- Explaining treatment processes and gaining informed consent
- Communicating during treatment to check client comfort, response, and preferences
- Providing post-treatment advice and home care recommendations
Why this cannot be fully adjusted: Client communication is assessed directly in the qualification through CHCCOM006 (Demonstrate client communication skills) and CHCDIV001 (Work with diverse people), delivered in the Interpersonal Dynamics unit in Level 1, Semester 1. Communication capacity is also assessed throughout clinical practice and in the Level 2 Mental Health Care (CHCMHS001 Work with people with mental health issues) unit. These are not peripheral skills — they are assessed competencies.
What adjustment is possible: Students with communication-related needs (e.g., speech differences, English as an additional language, hearing impairment, social anxiety) are encouraged to discuss their circumstances early. ASC will consider whether additional preparation time, modified communication formats, or supported practice opportunities can enable the student to demonstrate the competency. A formal diagnosis is not required to request support.
6. Holding Space — Client Emotional and Psychological Safety
Shiatsu is a holistic modality that can facilitate emotional releases, trauma responses, and significant psychological vulnerability in clients. Practitioners must be able to:
- Recognise signs of emotional distress or psychological vulnerability in a client
- Respond calmly, safely, and professionally to a client experiencing emotional release or distress during or after treatment
- Maintain personal groundedness while a client is in an emotionally or physically vulnerable state
- Know when and how to refer a client to appropriate professional support
This capacity — sometimes described as “holding space” — is embedded in clinical practice from the first clinic session and is assessed formally through CHCCOM006 and CHCDIV001 in Level 1, Semester 1, and more deeply through the Mental Health Care (CHCMHS001 Work with people with mental health issues) unit in Level 2.
Why this is a threshold requirement: A practitioner who cannot maintain groundedness and respond safely when a client is in distress poses a risk to that client’s wellbeing. This is a professional safety standard, not a personal quality judgment.
The complexity of this requirement: ASC recognises that this is one of the most nuanced inherent requirements of the program. Many students with anxiety, mental health conditions, or neurodivergence will meet this threshold — often because their own lived experience gives them particular depth of empathy and presence. The requirement is not about the absence of personal challenge; it is about the capacity to function safely and professionally in the practitioner role when a client is vulnerable.
However, ASC also recognises that for some students — particularly those at more significant ends of the spectrum of anxiety, trauma history, or neurodivergence — the sustained demand of holding space for clients in distress may be genuinely difficult to meet consistently across a full clinical caseload.
How ASC approaches this:
- This is never assessed as a pre-entry criterion — it is observed and supported developmentally throughout the program
- Where a trainer observes that a student is consistently struggling to maintain safe practitioner presence in clinical settings, this will be raised sensitively with the student and referred to the Director — Student Wellbeing & Progress
- Support options include additional debrief with the Wellbeing Advisor, modified clinic load while building capacity, and referral to external therapeutic support
- Where, after genuine support has been provided, a student cannot safely meet this requirement, ASC will have an honest conversation about the student’s pathway — including alternative options within the field
The Boundary Between Adjustment and Inherent Requirement
Where a student’s needs interact with an inherent requirement, ASC will apply the following process before concluding that participation is not possible:
- Genuine exploration: Can any form of adjustment enable participation without compromising the requirement?
- Consultation: Has the student been fully involved in exploring options?
- External advice: Where relevant, has ASC sought guidance from the training package, disability support services, or specialist advisors?
- Documentation: Is the assessment fully documented in the student’s file?
- Alternatives: Has the student been provided with information about alternative pathways, deferral, or partial completion options?
Only after all five steps have been completed — and documented — should ASC conclude that a particular inherent requirement cannot be met. This conclusion must be confirmed in writing by the Director — Student Wellbeing & Progress and may be appealed by the student under the Complaints and Appeals Policy.