Reasonable Adjustments

Under the Equality Act 2010, universities must make Reasonable Adjustments to remove or reduce barriers that disabled students face.

This legal duty requires universities to:

• Take proactive, anticipatory steps to prevent disadvantage
• Ensure disabled students can access teaching, learning, and assessment on an equal basis
• Make changes that are practical, proportionate, and effective
• Avoid discrimination and promote inclusive learning practices

This duty applies to all aspects of education, including assessments, teaching methods, access to facilities, and learning resources.

Reasonable adjustments may involve changes to teaching, assessment format, environments, or access to aids and support.

What is considered “reasonable” depends on:

• Whether the adjustment reduces the disadvantage
• Whether it is practical and workable
• Whether it maintains fairness and academic integrity

Assessment‑Specific Considerations

Most assessments can be adjusted, by the following means:

• Extra time
• Accessible environment
• Format of submission
• Use of support staff (Readers, Scribes, etc.)
• Access to Assistive Technology

A Reasonable Adjustment is intended to make an assessment accessible so that a student can demonstrate that they have met module learning outcomes. Some module learning outcomes may be considered competency standards - these are essential skills or knowledge that a student must be able to demonstrate. While it is usually possible to offer Reasonable Adjustments to how the competency standard is assessed, in some cases these may be regulated by an external professional body. In some cases it may not be possible to offer an adjustment. Where competence standards are regulated by an external body these will be highlighted to students in programme materials.

For example, a Nursing Student must be able to accurately measure, interpret and document a patient's blood pressure using appropriate equipment and technique. 

Reasonable Adjustments are adjustments to the mode of assessment: they do not involve the lowering of a pass mark for a module or assessment.

A non-exhaustive list of Reasonable Adjustments includes:

Time

• Extra time for exams and timed assessments
• Rest breaks

Extensions to coursework deadlines can only be made via an Extenuating Circumstances application.

Environment

• Accessible venue
• Small/quiet room for timed assessments
• Access to a PC or specific equipment
• Flexible access to practical spaces or labs (e.g., alternative times or quieter sessions) where this is possible

Format of Assessment Method

• Alternative coursework formats where possible and suitable (e.g., use of presentation instead of an essay) — provided competence standards are not changed
• Feedback and marks in the student’s preferred format

Format of Assessment Materials

• Exam questions, coursework briefs and reading materials in an accessible format
• Bespoke adaptations of the standard assessment materials to suit the needs of your disability

Support

• A Reader
• A Scribe
• Learning support assistants during certain practical tasks (where appropriate)
• Crib sheets or pre‑prepared notes (where appropriate)
  • Further guidance about crib-sheets and pre-prepared notes is available 

Access to Assistive Technology

• Screen Readers
• Dictation Software
• Hearing loops
• Fall detectors
• Voice recorders

Swansea University have invested in a suite of assistive technology which can assist all students with productivity in their studies. You can find out more on the 'Assistive Technology to aid Productivity' Hwb page.

Please note: For adjustments to exams, the Exams Office uses an opt‑out system, meaning your provisions will automatically apply to all in‑person exams unless you request otherwise. If you wish to opt-out of any arrangements for an upcoming exam, contact the Exams Office. 

Reasonable Adjustments are:

• Planned in advance
• Relate to a disability or long‑term condition
• Ongoing throughout studies
• Aim to remove or reduce barriers

Extenuating Circumstances:

• Relate to unexpected, short‑term events
• Are not disability‑specific, though disabled students may also experience them
• Are temporary (e.g., illness, bereavement, unexpected crisis)

You can find out more on the Extenuating Circumstances Hwb page.

These two processes can work together. For example, a student with a Reasonable Adjustments Proforma may still need extenuating circumstances if something unexpected affects their ability to study.

You can disclose a need for support at any time by:

• Contacting the Wellbeing and Disability Service
• Completing a Student Support Form
• Speaking with a trusted staff member (who can make a referral)

You only need to share information you feel comfortable sharing.

What Happens Next?

After disclosure:

1. The Wellbeing and Disability service will contact you to discuss your needs.
2. A plan for support — often a Reasonable Adjustment Proforma (RAP) — is created and shared only with staff who need to know.
3. Adjustments are put in place across teaching, learning, and assessments.

If You Don’t Have a Formal Diagnosis of a Disability

You can still receive support, as we may be able to provide interim adjustments while you await assessment or evidence.

If You Choose Not to Disclose your Need

Disclosure is your choice. If you decide not to disclose, the University may not be able to provide adjustments, but you will still be treated fairly and with respect. You can choose to disclose later if your circumstances change — support is available whenever you’re ready.

A Reasonable Adjustment Proforma is a document used to communicate your agreed adjustments to your School/Faculty and the Exams Office.

How to request an RAP

1. Complete a Student Support Form.
2. Attach medical or diagnostic evidence if you have it.
3. Staff will review your form and contact you to discuss adjustments.

You will receive a copy of your RAP via your student email. Keep it for your records.

Review of the Proforma

RAPs are intended to provide long-term reasonable adjustments in line with the Equality Act 2010. They are considered ongoing arrangements; however, they may be reviewed at any time to ensure they remain appropriate, proportionate, and effective in meeting your needs. Reasons for review may include:

• Change in diagnosis or symptoms
• Additional diagnosis
• New types of coursework or assessments
• Work placements, year abroad, or industry projects
• You transfer to a different programme, or transition from undergraduate to postgraduate study
• Any other changes in your circumstances

You can request a review at any time.

You can access wellbeing and disability support without evidence, but providing evidence allows the University to create the most appropriate Reasonable Adjustment Proforma.

Useful Types of Evidence

Diagnostic Assessments (for Specific Learning Difficulties)

For Specific Learning Difficulties (SpLDs) like dyslexia, you can provide a full diagnostic assessment from an HCPC-registered Practitioner Psychologist, or a Specialist Teacher with a current SpLD Practising Certificate.

Medical Evidence (Disabilities & Long-term Conditions)

This includes letters from GPs, consultants, or hospitals that detail:

• Diagnosis or working diagnosis
• Date of onset or duration
• Impact on day‑to‑day functioning or study

All documents must be provided in Welsh or English, or accompanied by a certified translation.

Your Reasonable Adjustments Proforma is shared securely with:

• The Inclusivity Link Tutor in your School
• Examinations Office (for exam-related adjustments)
• Relevant staff only, on a need‑to‑know basis

Information is only shared with your consent, and in accordance with the University's Student Privacy Notice.