Recent decades have seen a steady evolution in the expectations of and demands on police officers. Highly publicized use-of-force incidents and officer-involved shootings have exacerbated a mistrust of police and highlighted the widening gap felt between officers and the communities they serve. A comprehensive, strategic community policing plan would align community policing policies and procedures across the department. Community policing is more than any one program or partnership. It is a philosophy that emphasizes a guardian mind-set wherein officers see themselves as part of the community they serve, working side-by-side with the community members to create a safe, livable, and vibrant community. It asserts that a major goal of any law enforcement agency should not only be to bring offenders to justice, but to actively improve the lives of everyone that lives, works, or visits in the community.
The duty of an educational institution is to determine whether their provision places a disabled student at a major disadvantage in contrast with non-disabled students. A major or a substantial disadvantage is explained in the Equality Act as one that is more than inconsequential or minor. As a result, the main objective of the duty is not to confer an inequitable advantage on disabled students, but to eliminate barriers to learning, where it is reasonable to do so. The duty imposed on an educational institution (herein after referred as EI) is anticipatory and the EI should not wait until adjustments are suggested, but to make sure, wherever possible, that adjustments or alterations to policies, procedures and practices have been made in advance to stop disabled students being at a major disadvantage. No legal defence is available for an EI for its failure to make a reasonable adjustment, and it would be regarded as discrimination under section 21 of the EA 2010.
Reasonable adjustments should be made to present academic programmes or practices that offer students with the chance to effectively demonstrate their capabilities. Adjustments should cover a broad range of elements but not restricted to adjustments to teaching and evaluation processes.
Reasonable adjustments will be directly related in consideration of the individual student and will include the student in discussion of probable courses of action. What is reasonable for an educational institution will differ on the basis of wide range of factors and will rely upon the individual circumstances. Reasonableness includes the efficacy of initiating specific steps in facilitating the student to surmount the particular disadvantage, for example, health and safety issues, the impact on other students and the relevant financial implication to the EI.
Thus, reasonable adjustment implementation intends to stop the disabled student from suffering major disadvantage as a result of their disability and hence to permit them to accomplish their maximum potential but, in explaining ‘reasonableness’, EI are not needed to compromise ‘competence norms’. As per EA (2010), ‘competence standards’ are explained as the ‘medical, academic, or other norms applied for the purpose of assessing whether or not an individual has a specific level of ability or competence’.
According to the EHRC (2010) many of the reasonable adjustments that schools are already mak
