Reasonable Adjustment Policy for Learning and Assessment

1.1

Swansea University is committed to providing an inclusive learning and teaching environment where all students can achieve their potential. A fundamental part of this commitment is ensuring assessment is equitable by design within an inclusive curriculum. Embedding inclusive approaches, including anticipatory design of assessment formats and methods, enables the University to meet its anticipatory duty under the Equality Act 2010. Recent sector guidance, including the 2024 High Court ruling against Bristol University, emphasises the importance of these anticipatory duties for Higher Education providers.

This policy outlines the University’s expectations regarding reasonable adjustments in learning, teaching, and assessment for students with disabilities. It applies to all taught and research students and is relevant to academic staff, student facing professional services, and students.

The University provides wide ranging support for students with disabilities, including specialist services in Student Life, academic and pastoral support through Personal Tutors, and general support from academic staff delivering taught programmes in Faculties. Support for Postgraduate Research Students is provided through supervision and by the PGR Office.

1.2

The policy is supported by procedures and associated Codes of Practice including:

• • Student Assessment and Progress academic regulations
  • Code of Practice for Learning, Teaching and Assessment
  • Assessment, Marking and Feedback Policy 
  • Marshall Training
  • Canvas Course: Reasonable Adjustments for Students
  • Viva examinations: Guidance for PGR students

1.3

The University's commitment to inclusive and accessible teaching is outlined in the Learning and Teaching Strategy (2019 – 2024), aligning directly with Objective 1:
“Students will benefit from personalised, flexible and inclusive learning with the support of learning communities.”

2.1

The policy sets out how Swansea University meets its obligations under The Equality Act. The Act requires institutions to take positive steps—known as reasonable adjustments—to ensure disabled students can fully participate in their education. Reasonable adjustments remove barriers faced by disabled students so they can engage with learning on the same basis as non-disabled students.

2.2

The purpose of this policy is to ensure disabled students are not placed at a substantial disadvantage (defined as more than “minor or trivial”) in learning or assessment in comparison to students who are not disabled. The University must take reasonable steps to avoid such disadvantage.

The policy:

• Outlines legal requirements for reasonable adjustments in learning and assessment at Swansea University.
• Describes processes and procedures for implementing adjustments at Swansea University.
• Defines roles and responsibilities of those involved in making reasonable adjustments at Swansea University.

3.1

This policy addresses all aspects of support for prospective and current students with disabilities across all levels (including PGR), modes, and locations of study, including those studying with partner institutions.

3.2

The policy also applies to students who become disabled or receive a diagnosis during their studies. Adjustments are not normally applied retrospectively.

3.3

Students may request reasonable adjustments without a formal diagnosis. Once a student discloses a disability (formally or informally), the University must consider reasonable adjustments based on the information available.

3.4

Where a student appears to be struggling, staff should consider whether the student may have a disability. Indicators may include poor attendance, non-submission of work, or disengagement linked to specific forms of assessment or activity.

3.5

Short term conditions (i.e. a condition that is unlikely to last for more than 12 months) that do not amount to a disability are not covered by this policy. Students should use the Extenuating Circumstances policy or the Extenuating Circumstances for Exams process as appropriate.

4.1 Disability

Under The Equality Act 2010: ‘A person has a disability if they have a physical or mental impairment that has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.’

4.2 Disabled Student

A disabled student is a student who has a disability as defined by The Equality Act 2010. This may include mental health conditions, specific learning difficulties (such as dyslexia or dyspraxia), long-term health conditions, mobility impairments, sensory impairments, neurodevelopmental conditions (such as autism spectrum conditions of ADHD), or other physical impairments.

4.3 Reasonable adjustments

Changes that remove barriers for disabled students, including adjustments to teaching, learning, assessment, and physical or digital environments. Examples include accessible materials, extra time in exams, assistive technology, adjustments to assessment methods, accessible accommodation and blue badge parking spaces.

4.4 Inclusive approaches

Inclusive approaches consider disabled students’ needs and involve designing learning environments and activities that are accessible to all students. Examples may include lecture capture, screen-reader compatible course materials, and accessible DLP design, but also include inclusive design of learning activities and assessments. These measures remove barriers for disabled students while benefitting the wider student body.

This section outlines the roles and responsibilities of key areas of the University. It does not seek to provide operational detail about these responsibilities.

5.1 University

The University will:

• Maintain a central Wellbeing and Disability Service (WBDS);
• Meet legal obligations under the Equality Act 2010 to anticipate and make reasonable adjustments;
• Maintain academic standards, including those set by Professional Regulatory and Statuary Bodies (PSRBs) as proficiency and/or competency standards;
• Provide mandatory training for staff so all are aware of their duty under the Equality Act 2010;
• Provide resources to support staff to have compassionate conversations with students and be able to recognize where ongoing difficulties may indicate a disability that may impact studies;
• Ensure confidentiality and appropriate information sharing;
• Maintain accessible systems for recording, reporting, and monitoring disabilities and reasonable adjustments;
• Work with collaborative partnerships to ensure provision of reasonable adjustments is at the appropriate standard for students studying for Swansea University awards.

5.2 Faculties

Faculty leadership will ensure: 

• Academic Inclusivity Link Tutors are in place in each School, to act as a clear first point of contact for students and staff seeking advice or support regarding reasonable adjustments
• All staff are aware of this policy, and are clearly informed, through regular communications, of the requirement to complete mandatory training and relevant CPD activities
• All staff are aware of the requirement to report any student disclosure of a disability and the need for reasonable adjustments (e.g. during a Personal Tutor meeting) by completing the Student Disability Status and Reasonable Adjustments proforma

5.3 Detailed responsibilities

Senior Leadership Team (SLT) will ensure strategic oversight and resource allocation, ensuring compliance with the Equality Act 2010

Wellbeing and Disability Service (WBDS) will manage disclosure processes and recommend reasonable adjustments for teaching, learning and assessment. It will facilitate the Inclusive Education Community of Practice and disseminate training, resources, and examples of best practice

Health and Safety will ensure Personal Emergency Evacuation Plans (PEEPs) are in place for any disabled student who is identified as requiring one.

Director of Estates is responsible for ensuring that the University campus, including all University buildings, is physically accessible, and that accessibility equipment and ergonomic furniture is managed effectively. They are also responsible for ensuring that campus services, such as parking and catering, are accessible. 

Examinations Office is responsible for the coordination and management of reasonable adjustments to in person examinationsf some exams in the Faculty of Medicine, Health, and Life Sciences (FMHLS) which are coordinated within the Faculty)

School Academic Inclusivity Link Tutors will:

• • Liaise with the Wellbeing and Disability Service (WBDS), and other Professional Services colleagues to support students with complex needs
  • Engage actively with the Inclusive Education Community of Practice for ongoing training and information about national and University initiatives
  • Lead dissemination of training and best practice within their Schools

Heads of Academic Units are responsible for ensuring that anticipatory approaches are in place each year in all programmes within their remit, and that inclusive approaches and reasonable adjustments are applied to all assessments, including in-class tests.

Programme Directors must design inclusive curricula and identify non‑adjustable competency standards. They are responsible for ensuring that learning and teaching materials and practices within their programmes are accessible and meet the identified needs of disabled students. They will respond to reasonable adjustment queries, referring to the Academic Inclusivity Link Tutor when necessary.

Module Coordinators will check which students on their modules require reasonable adjustments and ensure that all staff teaching on that module are aware of these students’ requirements and proactively accommodate them. This information is available via reports in the Learner Gateway. Module coordinators must also report any reasonable adjustments they make to assessments on their modules by completing the Reasonable Adjustments to Assessments proforma

PGR Supervisors, Faculty/School PGR Leads, and the PGR Office will be responsible for determining and implementing any reasonable adjustments, including those to viva voce examinations.

5.4 Student Responsibilities:

Students should:

• Disclose disabilities or medical conditions as soon as they are able;
• Register with the Wellbeing and Disability Service (WBDS) to ensure that relevant support is in place as early as possible in the academic year;
• Provide the University with up-to-date contact details, keep appointments, arrive on time, and inform services if unable to attend;
• Share with the University any available information relating to their disability/medical condition. This might include formal medical evidence (such as an educational psychologist assessment, or an assessment of need), but could also consist of more informal evidence, such as observed or experienced difficulties that might form constructive knowledge of a disability;
• Students should notify the University of any changes to their circumstances or support needs so that their support arrangements can be reviewed and updated where necessary;.
• Take responsibility for their studies once suitable support has been put in place;
• PGR students should request viva adjustments one month in advance.

6.1 Disclosing a Disability

Students may disclose a disability at any time during their programme of study. Disclosures may be made:

• directly to the Wellbeing and Disability Service (WBDS), either as a prospective or current student, using the Student Support Form
• by telling a member of staff elsewhere in the University (for example, personal tutor, lecturer, PGR supervisor, HWB staff).
• by sharing information through other academic and non-academic processes (for example, by disclosing needs related to student accommodation or as part of an application for extenuating circumstances.

Supporting evidence is encouraged but not required before initial support is offered.

6.2 University responsibilities

The University has a duty to put reasonable adjustments in place no matter how a disability is disclosed. Where possible, students should engage with the Wellbeing and Disability Services to ensure that the University can make a full assessment of their needs and ensure that appropriate adjustments are recommended. However, the University’s duty to make reasonable adjustments applies in any case when there is knowledge of a student’s disability and is not dependent on a full assessment by Disability and Wellbeing Services. 

Where disclosure is made to a member of staff, the staff member is deemed to have received the information on behalf of the University and has a duty of care to report the student’s sharing of a support need or disability to the Wellbeing and Disability Service as soon as possible by completing the Student Disability Status and Reasonable Adjustments form.

Adjustments for PGR viva voce examinations should be dealt with by the supervisor and PGR Office.

Where a student requires different, or more complex adjustments, staff should seek advice from their School Academic Inclusivity Link Tutor.

6.3 Recording Information

Disclosures will be recorded in compliance with data protection legislation. Relevant information will be shared on a need-to-know basis to enable reasonable adjustments to be put in place.

6.4 Alternative processes

Where a student is struggling or failing to engage, consideration of whether a student has a disability or may require reasonable adjustments may be made as part of an alternative support process (for example, under the Support to Study Procedure - Swansea University). 

7.1 Decision making criteria

All Reasonable Adjustments are determined on a case-by-case basis, based on information/evidence, and judged against UK norms, taking into account: 

• Whether a student is disadvantaged by existing modes of teaching and assessment; 
• How effective proposed adjustments will be in overcoming that disadvantage; 

• Whether the proposed adjustments are practical; 

• Whether there are any justifiable pedagogic reasons why the adjustments are not reasonable; 

• The financial and other costs of making the adjustment and the availability of grants, loans and other assistance to disabled students; 

• Health and safety requirements (the Act does not override health and safety requirements); 

• Whether there are any alternative adjustments which would have the same effect as the request adjustment. 

7.2 Proforma

WBDS will develop a student’s Reasonable Adjustments Proforma (RAP) in consultation with the student and, where needed, the School Academic Inclusivity Link Tutor. The RAP will recommend support to be put in place, including reasonable adjustments to assessments where appropriate.

7.3 Examination adjustments

To receive exam adjustments, a student must be assessed by WBDS and have a RAP in place. The adjustments recommended in the RAP are automatically applied to in-person exams that a student sits during their time at Swansea University, unless the student informs the University otherwise. Further details are available via the HWB.

Where exam duration plus adjustments would exceed 4 hours 22 minutes, alternative assessments should be considered.

7.4 Examples of reasonable adjustments

Learning and environment

• • Accessible venues
  • Access to PCs, assistive technology, readers or scribes
  • Flexibility to accommodate medical appointments or periods of ill health related to a student’s condition both of which may impact attendance (engagement monitoring remains in place (cf. Engagement Monitoring - Swansea University).

Materials

• • Advance access to lecture notes and slides
  • Alternative formats (e.g., large print, coloured paper, Braille)
  • Support from the University Transcription Centre

Assessment

• • Extra time
  • Small room or separate room provision
  • Alternative submission formats for coursework assessments
  • Alternative assessments where appropriate
  • Adjusted expectations for spelling/grammar where appropriate
  • Alternatives to group work or presentations
  • Reduced assessment requirements (for example, a reduction in the number of questions on exam paper, providing module learning outcomes can still be met). 

A list of common adjustments is available in Appendix A.

7.5 Duration

Adjustments normally apply for the duration of the programme unless circumstances change.

7.6 Placements and Off-Campus Learning

Students undertaking placements, internships, clinical experiences, or other of off-campus learning may require reasonable adjustments in order to ensure equitable access and participation. The University will, where appropriate, work in collaboration with placement providers, professional bodies, occupational health services, and relevant health and safety personnel to identify and implement such adjustments.

Students are expected to disclose any relevant needs and engage with the Wellbeing and Disability Service (WBDS), as well as their academic or placement supervisor, at the earliest possible stage. Early engagement is essential to enable the timely consideration and implementation of appropriate adjustments. For certain programmes, this process may include referral to occupational health services.

Placements and off-campus learning opportunities are delivered in partnership with external organisations. Consequently, the ability to put reasonable adjustments in place may be limited by external constraints, such as the availability of suitable placement providers or geographical considerations, including commuting distance.

8.1

RAPs may be reviewed in light of new information, such as:

• • Change of diagnosis or symptoms, or an additional diagnosis
  • Unanticipated coursework or assessment types that require additional or different adjustments
  • When students undertake or year abroad opportunities

This list is not exhaustive.

9.1

Departments and Faculties must ensure timely implementation of reasonable adjustments. Module coordinators are responsible for implementing standard reasonable adjustments (recorded on their module proformas); in the case of more complex needs, the School Academic Inclusivity Link Tutor should facilitate collaboration between the WBDS, academic staff, and the student to determine an appropriate reasonable adjustment. If an adjustment is judged unreasonable (for example, if it affects the achievement of a competency standard), justification must be recorded and . Disagreements should be escalated to the Associate Dean Education (or their nominee) who will consider all the information and determine an outcome

10.1

If a student is not satisfied that the adjustments recommended are sufficient to address their specific needs, they should contact the WBDS to request a further review. If they are dissatisfied with how the adjustments are put in place, they should contact their School Academic Inclusivity Link Tutor.

11.1

Students may report any adverse effects of their disability on their study or assessment where any adjustments are either not yet in place or are not sufficient, or for any other reason, using the University’s Policy on Extenuating Circumstances Affecting Assessment.

12.1

Under the Equality Act (2010), the University is not obliged to make reasonable adjustments in relation to competence standards. Competence standards are academic, medical or clinical proficiencies, or other standards which are required for the programme and are set by external Professional Regulatory and Statuary Bodies (PSRBs).

The High Court Judgement in the Bristol case made a clear distinction between a competency standard as set by a PSRB and the method used to assess the achievement of a competency determined by the HEI. The subsequent EHRC guidance highlights that “A specific method of assessment will rarely, if ever, amount to a competence standard in itself.”

A student’s request for reasonable adjustments should not be dismissed on the grounds of competence standards without considering whether there is an alternative method of assessment. Advance HE guidance can be found here.

The key questions for deciding if part of an assessment is a competence standard are:

a) What skill, competence, level of knowledge or ability is being measured?

b) What standards are being applied to decide whether a student has met the required level of that competence or ability?

c) What parts of the assessment are the method by which the student’s ability to meet the standards at (b) is tested.

Rejection of a request for reasonable adjustments on the grounds of competency standards must be agreed at Faculty level and recorded here.

Students must be clearly informed in relevant programme materials where assessment methods cannot be adjusted so they can make informed decisions about their programme and module choices.

13.1

Students who remain dissatisfied with their reasonable adjustments after taking the steps outline under 9 and/or 10 may follow the University’s Complaints Procedure.

This is not an exhaustive or automatic list, but recommended adjustments grouped by disability area to be considered with a student based on their individual needs. If a student requires adjustments beyond the scope of this list, they should be referred to the Wellbeing & Disability Service.

The Equality Act 2010 states:

Reasonable adjustments: service providers and people exercising public functions must anticipate the needs of disabled people and make appropriate reasonable adjustments (Equality Act 2010 - Explanatory Notes (legislation.gov.uk) including provisions to reduce the impact of barriers commonly experienced by disabled students. This includes established policies and practices such as the provision of additional time in examinations and physical adjustments such as the provision of accessible accommodation and blue badge parking spaces.

Yes, the full Policy can be found here -  Reasonable Adjustment Policy for Learning and Assessment - Swansea University.

The Policy was updated in 2025 in light of EHRC guidance following the Abrahart Case.

Natasha Abrahart, a Physics student at the University of Bristol, tragically died by suicide in April 2018 on the day she was due to give an oral presentation. She had a history of social anxiety and other mental health challenges, and was under the care of a crisis team. University staff were aware of her difficulties with oral assessments but did not make adjustments or discuss alternatives with her.

The University argued that oral assessments were a competence standard, exempt from adjustment under the Equality Act 2010. However, the High Court later ruled that while competence standards may be set by professional bodies, the method of assessment is not usually a competence standard and can be adjusted.

This case highlights the importance of:

• Recognising when students are struggling, even without a formal diagnosis.
• Making reasonable adjustments proactively.
• Understanding that assessment methods can often be adapted without compromising academic standards.

The full advice note can be found here:

Advice note for the higher education sector from the legal case of University of Bristol vs Abrahart | EHRC

Following the Natasha Abrahart case and updated EHRC guidance, universities are expected to take a more proactive and inclusive approach to supporting disabled students. Key changes include:

• Proactive Planning: Universities must anticipate the need for adjustments, embedding inclusive teaching and assessment methods from the outset.
• Staff Training: All staff, academic, administrative, support, and accommodation, must be trained on their legal duties under the Equality Act 2010, including how to act in urgent situations before formal assessments.
• No Diagnosis Required: Adjustments can and should be made even without a formal diagnosis or Disability Service registration.
• Inclusive Assessment: Assessment methods must be reviewed to ensure they are fair and adaptable. Competence standards must be clearly defined and not used to block reasonable adjustments.
• Early Identification: Staff are expected to identify students who may be struggling and offer support, even if the student hasn’t disclosed a disability.
• Escalation Procedures: Clear processes must be in place to escalate cases where adjustments are not made and assessments are imminent.
• Accessible Guidance: Staff should have access to a list of common reasonable adjustments and clear policies that reflect the duty to act based on need.

Failure to meet these expectations may be considered discriminatory under the Equality Act.

Academic Staff involved in delivering teaching and assessment activities can put reasonable adjustments in place, ahead of students registering with the Wellbeing and Disability, by following these steps:

1. Speak to the student (if possible) to understand their needs.
2. Consider and implement reasonable adjustments that help reduce any disadvantage.
3. Act promptly to put adjustments in place.
4. Report your actions to Hwb using the appropriate form (RA Acknowledgement Form).

Under the Equality Act 2010, a person is considered to have a disability if they have a physical or mental condition that significantly affects their ability to carry out everyday activities, and this effect is long-term.

This can include, but is not limited to:

• Mental health conditions (e.g. anxiety, depression)
• Specific learning difficulties (e.g. dyslexia)
• Long-term health conditions (e.g. diabetes, epilepsy)
• Mobility or sensory impairments
• Autism spectrum conditions

You don’t need a formal diagnosis to recognise that a student may need support. If you notice signs of difficulty, it’s important to act and consider reasonable adjustments.

Acute illnesses or injuries, such as recovery from surgery or a short period of stress, like a bereavement, are not disabilities. Colleagues can consider what support students with temporary adjustments in these cases may require. Temporary adjustments can be put in place via Hwb. When extensions are necessary, or work is missed, these instances would always be dealt with by the University’s Extenuating Circumstances process.

Anticipatory duty means universities must plan ahead to make reasonable adjustments for disabled students, before knowing about a specific student’s needs.

This includes:

• Designing inclusive teaching, learning, and assessment from the start.
• Embedding alternative formats and assessment methods into programmes.
• Ensuring staff are prepared to support students who may need adjustments, even if they haven’t disclosed a disability.

Failing to plan for this can be considered discriminatory if a student is disadvantaged as a result.

Students can disclose a disability and request support in several ways:

• Directly to Wellbeing and Disability, either before or after enrolment.
• To any university staff member, such as a Personal Tutor, lecturer, PGR supervisor, or staff at Hwb.
• Through other processes, like accommodation requests or extenuating circumstances applications.

Students don’t need a formal diagnosis or medical evidence to access support, though providing evidence is encouraged to help tailor the support effectively.

Adjustments are considered individually, based on evidence and judged against UK standards. Key factors include:

• Disadvantage: Is the student disadvantaged by current teaching or assessment methods?
• Effectiveness: Will the adjustment help reduce that disadvantage?
• Practicality: Is the adjustment feasible to implement?
• Academic Integrity: Are there valid educational reasons not to make the adjustment?
• Cost: Are costs reasonable, and is financial support available?
• Health & Safety: Does the adjustment meet safety requirements?
• Alternatives: Could a different adjustment achieve the same result?

• All teaching staff must implement the adjustments listed in a student’s proforma.
• Module Coordinators must check which students need adjustments and ensure all teaching staff on the module are informed. This information is available via the Online Faculty/School Disability Management System.
• For PGR students, adjustments to viva voce exams are the responsibility of:
• PGR Supervisors;
• Faculty and School PGR Leads;
• PGR Office professional services staff.

Academic staff (defined as Lecturer, Senior Lecturer, Associate Professor, Professor) are responsible for determining and implementing common reasonable adjustments in accordance with the Policy on Reasonable Adjustment. Academic staff have a duty to inform Hwb of any reasonable adjustments so that further support and guidance can be offered to the student.

The following are factors to be taken into account when deciding whether an adjustment is reasonable:

1. Will the adjustment alleviate the disadvantage identified? If the adjustment will have little impact on the disadvantage identified, it is unlikely to be reasonable.

2. Is the adjustment practicable? Will the adjustment detrimentally impact on your ability to deliver the educational services to other students? Or are there cost, time, or resource implications which are unreasonable?

3. Are there justifiable pedagogic reasons why the adjustment is not reasonable?

4. Are there alternative adjustments which would have the same or similar effect as the adjustment requested? If this is the case, it may be reasonable to put in place these alternative adjustments rather than the adjustment requested.

Note: Where an adjustment requested or proposed is not reasonable, the University is not required, under the Equality Act, to implement the adjustment. However, such cases will be rare and should be escalated to the relevant Associate Dean Education for decision. 

Reasonable adjustments may vary depending upon the form of teaching, learning or assessment. These are determined on an individual basis, but typical adjustments may include:

• Making notes and lecture slides available in advance.
• Providing resources in alternative formats e.g. large print, on a coloured background, or in Braille.
• An examination paper in an alternative format e.g. Braille or large print.
• An accessible venue
• Use of a small room for assessments
• Extra time to finish assessments
• A reader, scribe, or assistive technology
• Access to a PC
• Consideration for spelling, grammar, and punctuation
• An alternative assessment
• Alternative to group work/presentations
• Reduced assessment
• Attendance considerations
• Support from the University Transcription Centre

(This list is not exhaustive.)

A list of common reasonable adjustments will be available to academic staff, as well as Wellbeing and Disability is available in Appendix A of the Policy Reasonable Adjustment Policy for Learning and Assessment - Swansea University.

Once an adjustment is made you should log this on the MSForm (RA Acknowledgement Form). The form will be used to log the adjustments with Wellbeing and Disability and others who need to know to implement the reasonable adjustments.

Staff are encouraged to make local decisions about reasonable adjustments where possible.

For students with complex needs, the Wellbeing and Disability may need to assess the situation and work with other teams to put adjustments in place.

If a student’s needs go beyond the usual adjustments, they should be strongly encouraged to contact Wellbeing and Disability for further support.

Under the Equality Act 2010, universities have a legal duty to take positive steps to support disabled students through reasonable adjustments.

If a student is disadvantaged and adjustments are not made, the University may be failing to meet its legal obligations - even if the need isn’t immediately obvious.

Key point: If in doubt, it’s better to act or seek advice than risk inaction.

Yes, it is possible that additional support may be available. 

Where a student has disclosed their disability to an academic member of staff or via Hwb, Wellbeing and Disability shall be informed in order that they may contact the student to offer any additional support.

Once reasonable adjustments are put in place they will normally apply for the duration of the programme. However, adjustments may be reviewed in light of new information such as:

• Change of diagnosis and/or symptoms;
• Additional diagnosis;
• Coursework/assessment format and activities you may not have initially known about;
• Year abroad/in industry/placement opportunities.

This list is not exhaustive.

Where the Module Coordinator/Programme Director, student and/or Wellbeing and Disability cannot agree on a support plan, the case should be escalated to the Associate Dean Education (or their nominee) who shall consider the information and decide in the case.

• Approach the student sensitively and ask if they’d find support or adjustments helpful. You can refer to what you’ve observed rather than asking about a condition.
• If they’re unsure or reluctant, you can still put reasonable adjustments in place. Use the examples in Appendix A of the Reasonable Adjustment Policy for Learning and Assessment.
• You don’t need a diagnosis to act. If a student is clearly struggling, trust your judgement and notify Wellbeing and Disability using the appropriate form through Hwb.
• Use your training and seek advice from Wellbeing and Disability if needed.
• Remember, some students may not realise what support is available until it’s explained.

Appendix A of the Reasonable Adjustment Policy for Learning and Assessment - Swansea University can guide you. In addition, you may access further support from Wellbeing and Disability Services.

Students may report any adverse effects of their disability on their study or assessment where any adjustments are either not yet in place or are not sufficient, or for any other reason, using the University’s Policy on Extenuating Circumstances Affecting Assessment.

Under the Equality Act 2010, universities are not required to adjust genuine competence standards - these are academic, medical, or clinical requirements set by external professional bodies (PSRBs).

However, the method used to assess whether a student meets a competence standard is not usually a competence standard itself. The High Court ruling in the Bristol case and EHRC guidance both confirm that assessment methods must be considered separately and can often be adjusted.

Key points:

• Competence standards must be clearly defined, relevant, and applied equally.
• Assessment methods should be reviewed to ensure they don’t disadvantage disabled students.
• Requests for adjustments should not be dismissed without exploring alternative assessment methods.

The key questions for deciding if part of an assessment is a competence standard are:

a) What skill, competence, level of knowledge or ability is being measured?

b) What standards are being applied to decide whether a student has met the required level of that competence or ability?

c) What parts of the assessment are the method by which the student’s ability to meet the standards at (b) is tested.

Rejection of a request for reasonable adjustments on the grounds of competency standards must be agreed at Faculty level.

There is an expectation that where there is no alternative to the method of assessing achievement of competency standards this must be clearly communicated to students in relevant course materials.