The variable nature of a student’s disability may result in them being unable to attempt an examination at the time due to circumstances which are exceptional, but not unforeseen. This may be due to an exacerbation of symptoms, or because of the difficulties which might arise due to the specifics of an examination timetable. 

The Chair of the Board of Examiners in the department may approve deferrals of closed assessments, and should follow the same principles as applied to extensions. A deferral is not possible once the examination has started, at which point the exceptional circumstances procedures apply.

Occasional extensions for standard assignment deadlines where the student will be unable to meet a deadline due to their disability. The student will need to make any such request in writing in advance of the standard deadline and send it to the Departmental Disability Contact. The request must include the reason and, where appropriate, the duration to date of the period of particular difficulty. There is no requirement for the student to submit additional evidence.

Students are advised that this is not a recommendation for a blanket extension to deadlines. Should the department become concerned about the use, frequency or effectiveness of extensions, they should call a review meeting with the student and Disability Adviser.

The student may need to take disability related absence. Adapt any standard attendance procedures to allow greater flexibility. Should absences become extended or frequent, the Department should meet with the student.

Following disability related absence, give consideration on how to support the student to catch up on course content, including some use of one-to-one meetings and/or directing the student to relevant materials on the VLE or elsewhere for review.

Should the student’s level of disability related absence be higher than anticipated and impact upon the effectiveness of these adjustments, the student is advised to contact their Disability Adviser for further review.

Advised use of lecture capture. Allow the student to record lectures, particularly where no lecture capture facility is available in the timetabled room. The student must adhere to University guidelines on the recording of sessions.

Where lecture notes and lecture materials are not available elsewhere (for example, on the VLE), these should be sent to the student 24 hours in advance.

Read our guidance on producing accessible documents and presentations.

Please leave any additional board notes on display after the lecture to ensure that the student has sufficient time to copy them.

In lectures, read aloud all visually displayed information.

Provide copies of the reading list at the earliest opportunity. Any reading material that is to be used in teaching sessions should be made available at least 24 hours in advance (if not available on VLE). Due to difficulties with concentration, it can take students with mental health difficulties longer to read and process written text.

Do not ask students to read aloud without prior warning. 

Ensure these are clear and leave any written instructions on the board to give students sufficient time to copy them down or photograph them. The student may need to seek clarity as to any instructions or information delivered to the group.

If requested, staff should endeavour to check essay plans, or explain what they require for a given coursework assignment. This will help manage the student’s anxiety as they often will worry whether they have misinterpreted what is being asked. 

Be clear on deadlines and course requirements.

The student’s level of participation in discussions is likely to fluctuate at times. Avoid asking multiple questions at once and avoid rephrasing if the student doesn’t respond immediately.

Students may appear very nervous when delivering presentations. Tutors should be made aware of this so as not to penalise them.