Making First Aid Training Inclusive – Reasonable Adjustments Through the Lens of an SEN Teacher

As a qualified first aid trainer and former special educational needs (SEN) teacher, I’ve come to appreciate that no two learners approach a training course the same way. Each individual brings a unique set of needs, strengths, and challenges. This is particularly true in first aid training, where practical assessments and essential theoretical knowledge must be navigated effectively for learners to leave with both confidence and competence.

Understanding and applying reasonable adjustments is not just about compliance—it's about creating a genuinely inclusive learning environment.

What Are Reasonable Adjustments?

The aim of a reasonable adjustment, as defined by First Aid Awards (FAA), is to reduce the negative impact of a disability, medical condition or learning need on a learner’s ability to access the course and demonstrate competence. These adjustments ensure fair access without compromising the integrity of the qualification.

As per the FAA Reasonable Adjustment and Special Consideration Policy, reasonable adjustments might include:

• Providing a reader or scribe

• Extra time for written assessments

• Using coloured overlays or assessment materials

• Allowing the use of a bilingual dictionary

• Changing seating positions for better visibility or audibility

• Enlarging printed materials or using alternative formats

However, these adjustments must never give a learner an unfair advantage or compromise their ability to fulfil the role of a first aider in a real-life emergency.

Bringing My SEN Teaching Experience Into First Aid Training

My background as an SEN teacher has deeply influenced the way I approach first aid instruction. In SEN education, every lesson begins with one essential question: What barriers might this learner face, and how can I remove them without lowering expectations?

Here’s how that translates into first aid training:

1. Understanding Learner Needs Early

During course registration, I encourage learners to share any medical conditions, learning difficulties, or accessibility needs. This echoes the SEN classroom, where personalised learning plans are created before teaching even begins.

As part of the introduction on each course, candidates are invited to confidentially note down any reasons for requiring reasonable consideration on their learner registration form. This information is reviewed and addressed professionally during the next break to maintain the learner’s privacy and dignity.

By identifying needs early, trainers can begin considering appropriate adjustments without putting the learner on the spot, allowing the rest of the group to continue as normal. This process ensures that no one feels singled out, while still giving the trainer time to make a plan.

Simple adjustments like seating a learner with hearing loss closer to the trainer or offering assessment papers on coloured paper for someone with dyslexia are often all that’s needed to unlock their potential.

2. Multi-Sensory Delivery

SEN teaching thrives on using visual, auditory, and kinaesthetic approaches. First aid training is no different. I incorporate:

• Spoken instruction with visual aids

• Practical demonstrations with plenty of opportunity for repetition

• Clear, step-by-step breakdowns for complex tasks like CPR

This benefits not just those with specific learning needs, but the entire class.

3. Adapting Assessment Methods Without Diluting Standards

In SEN teaching, you learn quickly that fair doesn’t always mean equal. A learner with dyslexia, for example, might require a scribe for the written test. That’s fair—not easier. Similarly, a learner with limited mobility might use a folded coat to kneel on during CPR training or practise recovery position techniques in stages to build confidence.

But FAA is clear: all learners must be able to demonstrate key skills unaided—CPR on the floor, safe AED use, and full recovery position demonstration. These are non-negotiables because first aid is a safety-critical skill.

If a learner can’t safely demonstrate these, they can still be awarded an attendance certificate and perhaps serve as an appointed person in a workplace. This keeps inclusion at the heart of the experience, without compromising safety or assessment standards.

4. The Power of Positive Reinforcement

In my SEN classroom, I learned that belief builds confidence. I bring that same encouragement into my first aid sessions. Learners who previously felt anxious about written assessments or physical tasks often surprise themselves when they feel supported and understood.

Special Considerations: Flexibility When Life Gets in the Way

Life doesn’t always wait for the end of a course. A temporary injury, a bereavement, or sudden illness can derail assessment. In these cases, FAA allows special consideration—such as deferring assessment—so that learners can return when they are physically and mentally ready.

It’s not about lowering standards. It’s about acknowledging real-life barriers and giving people the opportunity to succeed when the time is right.

Final Thoughts

Inclusion isn’t a tick-box exercise. It’s a mindset. It’s about believing that everyone can learn, adapt, and grow given the right tools and support. My years as an SEN teacher have shown me that empathy, planning, and flexibility go a long way in creating safe and accessible learning spaces.

In first aid, those values are just as vital—because in supporting our learners well, we empower them to support others in times of emergency.

If you're considering joining a first aid course and have concerns about accessibility or assessment, don’t hesitate to reach out. Reasonable adjustments are not a favour—they're a right. And they can be the key to unlocking someone’s full potential.

Written by Myles Haffenden, Founder of Haffenden Training Solutions – Where Accessibility Meets Excellence in Training.