Part U – Reasonable Adjustments  

1. Introduction 

1.1 The University has an anticipatory duty to make reasonable adjustments for disabled students. These regulations set out the University’s approach to providing support to disabled students. 

  

1.2 Disabled students should arrive at university confident that any barriers to their learning have been identified, understood and appropriate steps taken to reduce their impact. The learning environment should be as inclusive as possible, so that the need for individual interventions is the exception, not the rule. 

  

1.3 The University is committed to preventing disadvantage for disabled students by: 

• Improving the accessibility of learning materials and procedures; 

• Making teaching materials accessible on the virtual learning environment; 

• Allowing or facilitating the recording of teaching; 

• Ensuring reading lists are focused, up to date, and available in advance of modules starting; 

• Use of plain English and clear presentation in lectures; 

• Using a range of assessment methods. 

2. Reasonable Adjustments

2.1 A ‘reasonable adjustment’ is defined within the Equality Act 2010. It is an adjustment that prevents substantial disadvantage, including: 

• The time and effort expended by a disabled student; 

• The inconvenience, indignity or discomfort suffered; 

• The loss of opportunity or diminished progress experienced. 

  

2.2 The University can make reasonable adjustments for disabled students in relation to: 

• a provision, criterion, or practice (for example, teaching practices, assessment methods and standard processes); 

• physical features (for example, access to teaching spaces, laboratories, and libraries); 

• auxiliary aids, including auxiliary services (for example, hearing loop systems, providing information in accessible formats, and the provision of professional support workers. 

  

2.3 Student Wellbeing offer various support options. Many reasonable adjustments for students disclosing a disability are now integrated into the curriculum and assessment. More information can be found in the Academic and Wellbeing Support Guide. 

  

2.4 Students needing more support than which is covered in the Academic and Wellbeing Support Guide can request a more detailed Personalised Academic Study Support (PASS) Plan from Student Wellbeing, if they have a diagnosed disability or condition or can demonstrate the long-term effects of a disability/condition. A PASS plan outline recommended academic adjustments, including assessment and exam requirements, to address how a student’s condition affects their studies, and it shared with the student, their academic school, and the library. 

  

2.5 A PASS plan does not automatically approve or allow mitigating circumstances and a PASS plan is not to be used for requesting/granting extensions. 

  

2.6 Where the potential need for reasonable adjustment is identified, the University will act with an open mind about what adjustments can be made and discuss possible adjustments with the student. This should include involvement of the academic team but might require the involvement of other University staff where a potential adjustment necessitates it. 

  

2.7 Reasonable adjustments will be assessed on a case by case basis. 

  

2.8 What is considered reasonable is decided by law, not by individuals. There are two key tests of reasonableness that should be considered: 

• Is the adjustment effective in achieving its aim (will it work)? 

• Is the adjustment practicable in its application (is it possible)? 

  

2.9 The University can take the below into account when considering reasonableness, however, these factors will not usually prevent the application of a reasonable adjustment in assessment: 

• Health and safety; 

• The effect on other students; 

• The availability of resources; 

• The financial cost to the institution. 

  

2.10 The Equality Act 2010 does not require providers to make reasonable adjustments to a provision, criterion or practice that is defined as a ‘competence standard’. However, the University is committed to continually identifying what competence standards exist for each programme and assessment and assessing why they are competence standards, recording that information, and sharing it with students. 

  

2.11 The University will keep a record of any reasonable adjustments made and keep adjustments under review where appropriate. Students are encouraged to report any problems or shortfall in support or change in their condition to Student Wellbeing or their academic team. 

  

2.12 Should a student not receive the outcome they may have hoped for when engaging with Student Wellbeing in relation to creation of a PASS plan, they should discuss these concerns with Student Wellbeing informally in the first instance. If a student remains dissatisfied, they may submit a formal student complaint. 

3. Confidentiality 

3.1 Information about a student’s physical or mental health is sensitive personal data as defined in data protection legislation and should be handled as such in accordance with the University’s Data Protection Policy. 

  

3.2 Reasonable adjustments will be made in line with a student’s request for confidentiality. Therefore, if a student asks for disclosure of a disability to be kept confidential, for example from academic staff or the library, Student Wellbeing will explain to a student that this means reasonable adjustments might have to be provided in an alternative way, a less effective adjustment provided, or that appropriate and tailored support cannot be put in place. 

  

4. Other Support

4.1 Students experiencing short term illness or injury unrelated to a disability should refer to the University’s Extension Policy and/or Mitigating Circumstances Regulations where this impacts their ability to engage with assessment or examination. 

  

4.2 If a student is temporarily unable to engage with their studies for any reason and wishes to take time away on an Interruption, they should discuss this with their Personal Academic Tutor in the first instance. 

  

4.3 The University’s Anti-Bullying and Harassment Policy sets out students’ rights to be treated with dignity and respect, the University’s expectations regarding standards of behaviour especially in relation to harassment, bullying and victimisation; and guidance for students about how to raise concerns about these matters. 

  

4.4 Where disabled students might need to access the University’s formal complaint or academic procedures, or where they are subject to reports of academic or non- academic misconduct, the University will be flexible with its procedures insofar is reasonable in accordance with these regulations, seeking guidance from Student Wellbeing as appropriate. Normally, students are afforded additional time to access or respond to/within these procedures, and further adjustments will be considered on a case by case basis. As PASS plans are not normally made available to members of the Legal and Compliance Services team, students should raise any need for adjustment in line with their PASS plan.