Reasonable Adjustments in University

Reasonable Adjustments at University

Under the Equality Act 2010, universities have a legal duty to make reasonable adjustments for disabled students, including neurodivergent students. This duty exists to ensure students are not placed at a substantial disadvantage compared to their peers, and universities are expected to anticipate and plan for these needs.

Adjustments should be individual and may change over time depending on academic
demands and wellbeing.

Communication

• Information provided in a range of formats (written, verbal and visual)
• Written summaries following tutorials or important meetings
• Clear, explicit instructions for coursework and assessments, including expectations and marking criteria
• Lecture slides and reading lists shared in advance where possible

Clear, specific and supportive feedback that recognises strengths as well as areas for development

Assessments and Coursework

• Flexible deadlines and extensions when difficulties arise
• Staggered deadlines or breaking large assignments into smaller, manageable components
• Clear written guidance for assessments and marking criteria
• Support with planning, organisation and time management for coursework
• Adjustments to assessment load during periods of increased stress or burnout

Exams and Alternative Assessment Methods

• Extra time in exams and timed assessments
• Rest breaks during exams
• Smaller or quieter exam/assessment rooms
• Flexibility around seating and reduced sensory stimulation
• Permission to use assistive technology where appropriateIn some cases, alternative methods of assessment may be considered. For example, where traditional exams are particularly difficult to manage due to sensory, environmental, or processing difficulties, some students may be able to demonstrate their knowledge through written assignments, coursework, or dissertations instead of timed exams. These decisions are made on an individual basis and should be discussed with the university’s disability or academic support team.

Environment and Sensory Needs

• Access to quiet study spaces
• Permission to leave lectures or seminars briefly if overwhelmed
• Flexibility around seating and the ability to take short movement breaks
• Use of sensory supports where appropriate

Ways to Engage and Participate

• Options to contribute in writing rather than verbally
• Additional processing time when responding to questions
• Alternatives to live presentations, such as recorded presentations
• Adjusted participation requirements where these present unnecessary
  barriers

Flexibility and Choice

• Access to recorded lectures
• Remote attendance options where appropriate
• Alternatives to large group work or clearly defined roles within group projects
• Flexibility during periods of burnout, stress or reduced capacity

Named Point of Contact

We would strongly encourage your son/daughter to ensure has a named point of contact within his/her university, such as a disability advisor or student support officer. This person can provide continuity of support, advocate on her behalf if adjustments are not implemented (which unfortunately does sometimes happen), and offer help during periods when he/she may be struggling.

Having a clear point of contact can make a significant difference to both academic
success and wellbeing.