John, a professional photographer, was always busy at weekends, usually with weddings.  He decided to supplement his weekday work by offering a course for small groups on digital photography. The course lasted ten weeks, was held in an extension to his home, and was quite informal in structure. 

John received an email application for the course from a local man who is a wheelchair user.  The applicant disclosed his disability, virtually demanded a place on the course, and specified that John should make sure he made any adjustments to his premises that might be necessary to allow him access in order to take the course.

John responded with a polite email explaining that there were steps down into the extension where the course was held, and that he didn’t have the resources to pay for installing a ramp. He also pointed out that this was a reasonable response and was his right within the law. He did, however, offer to run the course in a ‘distance learning’ mode. After some online discussion and negotiation, this was agreed. As a result, he not only had a new client, he also developed a model of delivery that suited a number of other people who were interested in his course but hadn’t been able to attend during the daytime. John was able to take on more clients due to the flexible nature of the course and, with the additional income; he eventually invested in a ramp.

Two people with the same disability can experience different effects. Furthermore, the effects of one disability can be similar to the effects of another (for example, deaf learners and learners who have autistic spectrum disorders may both experience difficulties in using abstract language).