Reasonable Accommodations Policy for Students with Disabilities

Applicable to students 2026-2027 and beyond. 

Students registered for 2025-2026 should go to Reasonable Accommodations Policy

Version Number: 2.0
Revision date: May 2026
Policy Owner: Deputy President & Registrar
Approval Body: Academic Board 27 May 2026
Review: Three months and annually thereafter

1. What is a Reasonable Accommodation?

A Reasonable Accommodation is a professional term used to describe the range of supports and services available in University College Cork (“UCC”) to assist students with disabilities/learning differences/significant ongoing health conditions to participate fully in their studies. It does not refer to living or residential accommodation. In the education sector, Reasonable Accommodations are described as any action that helps alleviate a substantial disadvantage due to a disability/learning difference/significant ongoing health condition. Examples of Reasonable Accommodations can be found in Appendix 3.

2. What is the purpose of this policy

2.1 UCC is committed to the provision of an equitable, inclusive, and accessible learning environment to facilitate all learners to achieve their maximum potential. UCC recognises the importance of inclusive learning, teaching, research and assessment methods in meeting the needs of all learners and strives to incorporate the principles of Universal Design (See definition in the Appendix 1) across all aspects of the learning, teaching and research experience. It is recognised that inclusive teaching, learning and research practices contribute to a more accessible learning and research environment and therefore may reduce the need for individual Reasonable Accommodations to be made.

2.2 This policy is intended to ensure that students with disabilities/learning differences/significant ongoing health conditions may access a holistic learning experience on an equal footing to all members of the UCC community. This policy provides a framework for the provision of Reasonable Accommodations for students with disabilities/ learning differences/significant ongoing health conditions who have registered with Disability Support in UCC.

2.3 UCC is mindful of its obligations under relevant national legislation and international standards. This document has been developed in accordance with the Disability Act 2005, the Equal Status Acts 2000 (as amended), the Universities Act 1997, and the UN Convention on the Rights of Persons with Disabilities, and UCC’s duty under the Irish Human Rights and Equality Commission Act 2014 to have regard to the need to eliminate discrimination, promote equality of opportunity and protect human rights.

2.4 As an educational institution, UCC has a legal duty to do all that is reasonable to accommodate the needs of a person with a disability/ learning difference/significant ongoing health condition. There is no single determinative factor in deciding whether an accommodation is reasonable. Each request must be considered on its own merits, having regard to the student’s needs, the relevant programme requirements, the effectiveness of the proposed accommodation, practicability, resources, and the requirement that learning outcomes remain validly assessed. The policy refers to standard and non-standard Reasonable Accommodations which may be made available to students registered with Disability Support. See Anticipatory Duty below and the definition of standard and non-standard Reasonable Accommodations in Appendix 3.

2.5 UCC recognises that the duty to provide reasonable accommodation includes an anticipatory dimension. The UCC community should consider potential barriers to teaching, learning, research, assessment and Work Integrated Learning at the design and planning stage and take appropriate measures to remove or reduce those barriers where reasonable. This proactive approach supports compliance with equality legislation and complements the provision of individual Reasonable Accommodations.

3. Who does this policy apply to?

3.1 This policy applies to all undergraduate and postgraduate (taught and research programmes) students with disabilities/ learning differences/significant ongoing health conditions studying in UCC who are registered with Disability Support and only for the duration of their registration with Disability Support. To register with Disability Support, students must be able to provide acceptable medical verification of their disability/ learning difference/significant ongoing health condition. For further information on the types of acceptable evidence for each disability/learning difference/significant ongoing health condition, please refer to Information on Disability Support.

3.2 Students with disabilities/learning differences/significant ongoing health conditions are encouraged to register with Disability Support as soon as possible to seek supports where their disability/ learning differences/significant ongoing health conditions could affect their ability to participate fully in all aspects of their programme of study. 

3.3 International students with disabilities/learning differences/ significant ongoing health conditions may avail of Reasonable Accommodations while studying at UCC. International students with disabilities/learning differences/ significant ongoing health conditions should apply for Reasonable Accommodations with Disability Support as soon as they register for their UCC programme of study. It should be noted that Reasonable Accommodations available in the student’s home country may not be available or applicable in UCC. For further information, please see How to Register with Disability Support 

3.4 The UCC community is responsible for ensuring that this policy is adhered to, including but not limited to:

• Colleges
• Schools, Departments and RICUs, henceforth Unit
• Professional Services and Technical Staff

3.5 Students with disabilities/learning differences/ significant ongoing health conditions participating in Work Integrated Learning during their programme of study are advised to contact Disability Support to have a Work Integrated Learning Needs Assessment completed. In advance of this meeting students must review the Learning Outcomes and the Special Requirements for passing the Work Integrated Learning module which can be found in the Book of Modules. On reviewing the material in the Book of Modules If students have any queries, they should contact the Unit. 

When the Disability Advisor and student meet, they will work together to identify appropriate Reasonable Accommodations for their Work Integrated Learning module. The agreed Reasonable Accommodations are reported in the Work Integrated Learning Needs Summary (WILNS). A student and the relevant staff in the Unit receive a copy of the WILNS via email from DS.

It is the responsibility of the student to share the Work Integrated Learning Needs Summary with the relevant staff in Work Integrated Learning organisation. The student will be supported by relevant person in the Unit, where the student seeks such support, and as appropriate, in sharing relevant information from the WILNS with the Work Integrated Learning organisation, subject to the student’s consent and applicable data protection requirements. 

In some cases, it may be necessary to organise a meeting between the student, the Unit, Disability Support and the Work Integrated Learning organisation before the student commences work.

3.6 Students with disabilities/learning differences/ongoing significant health conditions who transfer to UCC from another academic institutions will usually be required to undergo a new Needs Assessment to identify suitable Reasonable Accommodations. 

4. Where can I find the meaning of the terms used in this policy?

It is necessary to be familiar with the terminology used throughout this policy. You will find definitions of the relevant terms set out in Appendix 1.

5. What are the roles and responsibilities of staff and students in relation to this policy?

Students: To avail of Reasonable Accommodations, students with disabilities/learning
differences/significant ongoing health conditions have a proactive responsibility:

• to register with Disability Support,
• provide the required appropriate medical evidence and follow UCC’s procedures in a timely manner.
• In addition, students should keep Disability Support informed of any changes to their circumstances which may require a Review Needs Assessment to update the Reasonable Accommodations.

Further information on registering with Disability Support is available on their website: Information on Registering with Disability Support Units are responsible for:

• considering reasonable accommodations at the design stage of programmes,
  recognising that planning for accessibility in advance reflects the proactive nature of the duty under the Equal Status Acts and supports compliance with equality legislation. (see 2.5) • considering, when preparing for each academic year, potential barriers to teaching, learning, research and assessment, and taking appropriate measures to remove or reduce those barriers, rather than responding solely after disadvantage has arisen. (see 2.5)
• having an effective dissemination and implementation system in place to allow for information on Reasonable Accommodations to be circulated to all relevant lecturers, supervisors, professional services and technical staff including those organising examinations, timetabling, laboratory space, and other relevant teaching, learning, research or assessment activities.

Disability Support: The role of Disability Support is

• To complete a Needs Assessment with relevant students with disabilities and share the detail on the Reasonable Accommodations identified with the student and relevant colleagues in UCC.
• to facilitate in the process of advising and/or providing Reasonable Accommodations.
• Disability Support is a resource to both students and Units in the identification and implementation of Reasonable Accommodations in teaching, learning, research and assessment.

6. Guiding Principles

6.1 UCC welcomes applications from prospective learners with disabilities/learning differences/significant ongoing health conditions and endeavours to meet the diverse needs of both prospective and current students. Where a student's needs are likely to go beyond those provided by inclusive teaching, learning and research methodologies, UCC is committed to making Reasonable Accommodations to enable learners to fully participate in all teaching, learning, research and assessment activities.

How is the policy applied?

6.2 Students with disabilities/ learning differences/significant ongoing health conditions are encouraged to disclose their disability to avail of Reasonable Accommodations, safe in the knowledge that their individual needs will be assessed and reasonably accommodated for, in a supportive environment that will facilitate their participation in academic activities, insofar as is possible.

6.3 In relation to assessment and examination, the provision of Reasonable Accommodations aims to alleviate the impact of a disability/learning difference/significant ongoing health condition to enable the student to demonstrate their knowledge of the material being assessed. The integrity of the programme and learning outcomes must be maintained when determining Reasonable Accommodations for any student. Any adjustments or modifications to assessment methods must ensure that learning outcomes
remain validly assessed.
Students taking programmes of study which are subject to UCC’s Fitness to Practise policy must be capable of achieving the core competencies, learning outcomes, and academic requirements relevant to their programme of study by the time of their graduation. It should be noted that core competencies are reviewed on an annual basis and therefore may be subject to change. To find the relevant core competencies for a programme of study, please visit Fitness to Practise | UCC College Cork (ucc.ie) INSERT LINK]

What if you don’t want to disclose a disability/ learning difference/significant ongoing health condition?

6.4 A student can disclose a disability/learning difference/significant ongoing health
condition and register with Disability Support at any time whilst studying in UCC. A
condition may emerge during their studies, or a student may choose to disclose and register with Disability Support later in their programme. A student can choose not to disclose but should be informed that this may limit the support they receive, until such time as they choose to disclose their disability/learning difference/significant ongoing health condition and register with Disability Support. Lack of registration could result in a barrier to UCC providing the full range of supports available, however, a lack of initial disclosure does not preclude a student accessing the full range of supports, once they choose to disclose and fully register with Disability Support.

Privacy, Confidentiality and Sharing of Information

6.5 UCC fully respects students’ right to privacy and actively seeks to preserve the privacy rights of students who disclose a disability/learning difference/significant ongoing health condition. Data collected by UCC in this regard will include ‘personal data’ and ‘special category personal data’ within the meaning of Data Protection Acts 2008-2018 and General Data Protection Regulation (GDPR), as it involves information by which students could be identified and may also contain information concerning their health.

6.6 Where a student chooses to disclose a disability/learning difference/significant
ongoing health condition to Disability Support and submits a request for Reasonable
Accommodations, relevant information regarding the student’s request may be shared with the relevant stakeholders to ensure that the Reasonable Accommodations can be facilitated in a timely and effective manner. Relevant details may also be shared with external providers, funding bodies and Work Integrated Learning organisations where appropriate. The content of the information shared is agreed with the student’s permission. 

How are reasonable accommodations decided on/recommended?

6.7 Students who wish to avail of Reasonable Accommodations are asked to register
online with Disability Support through the student portal MyStudentAdmin. Once
appropriate medical verification has been received and registration is complete, students will be invited to participate in a Needs Assessment. The Needs Assessment may be completed on a desk –based basis and/or through an in person / virtual follow-up meeting, as appropriate. 

Needs Assessment is outlined in Appendix 2.

A Needs Assessment considers the nature of the disability /learning difference/significant ongoing health condition, course requirements, and individual differences when identifying appropriate Reasonable Accommodations. The Disability Support Advisor may also consult with the relevant Unit as part of the Needs Assessment.

Following the Needs Assessment meeting, a copy of the Learning Educational Needs Summary (which contains the recommended Standard Reasonable Accommodations, if any) will be emailed to the student. The recommended Reasonable Accommodations will be communicated to the relevant Unit via DMIS and Student Records and Examinations Office and the Graduate Studies Office via ITS system.

6.8 It is important to note that Reasonable Accommodations will be made on an individual basis and depending on the context, similar accommodations may not be suitable for another student with similar needs. In addition, accommodations do not set precedents for other students but can be taken into account when considering another student's needs.

There are currently no clear definitive rules to determine what is reasonable. The consideration is judged against:

• The effectiveness of the accommodations in preventing the disadvantage.
• The extent to which it is practical for UCC to make the accommodations.
• The cost and availability of the resources including external services and finance.
• The extent to which making the accommodations would be conducive to UCC’s activities.
• The need for the learning outcomes of each programme of study to be met.

What if a student’s needs go beyond a standard reasonable accommodation?

6.9 Where a student’s needs are likely to go beyond a standard Reasonable Accommodation, provision of a non-standard Reasonable Accommodation may be considered. In these circumstances, Disability Support will engage with the relevant Unit or relevant Director of Teaching and Learning or Programme/Course Director or Supervisory Team (in the case of research students) to determine if the appropriate non-standard Reasonable Accommodation can be implemented. If the non-standard Reasonable Accommodations pertain to End of Semester exams, then Student Records and Exams will also engage in the process.

What if there is a difficulty in implementing the recommended Reasonable Accommodation?

6.10 It is expected that standard and non-standard Reasonable Accommodations to teaching, learning, research and assessment recommended by Disability Support through the Needs Assessment process and communicated in the Learning Educational Needs Summary will be put in place.

6.11 It is recognised also, however, that in some instances Units may have difficulty in implementing some Reasonable Accommodations due to course requirements or requirements of professional bodies. For example, adjustments cannot be made to programme learning outcomes and core competencies. (see paragraph 6.3 above). Furthermore, it may not be possible to provide a Reasonable Accommodation which involves more than a nominal cost to UCC. Where a difficulty arises, it is vital that the Unit promptly raises any concerns with Disability Support and that both parties discuss whether an alternative, effective, and reasonable form of accommodation can be made to ensure that the principles of equality are being upheld. This must be done as soon as possible after receiving the Reasonable Accommodation request via the Learning Educational Needs Summary report, to ensure timely communication with a student and the ability to consider alternatives.

What if the student doesn’t believe that the recommended Reasonable Accommodation is reasonable and/or effective?

Where a student believes that the Reasonable Accommodations made or recommended are not effective or are unreasonable, the student should promptly raise any concerns with their Disability Advisor in the first instance and arrange a review of their Needs Assessment.

If the Review is unsuccessful the student may invoke the resolution procedure outlined below.

7. Informal Resolution Procedure

This procedure should follow the progressive stages outlined below i.e .Step 1 must be used in the first instance and Step 2 thereafter, through to the final formal review, if necessary.

Step 1: In these circumstances, the Disability Advisor will liaise with the relevant Lecturer/Supervisor/Unit within 7 business days (of the concern being raised), with a view to agreeing alternative measures, where possible. If the matter is not resolved within the 7 business day period and the student wishes the matter to be considered further, the student may invoke Step 2 of the resolution procedure.

Step 2: This step is invoked by the student sending an email to or setting out in writing the request to the Disability Advisor requesting a meeting under Step 2. That meeting will be attended by a relevant person from the Unit in question, the Disability Advisor, the Manager of Disability Support, and the student. The meeting will be convened within 7 business days of the receipt of the student’s request invoking Step 2.

8. Formal Review of Reasonable Accommodations

8.1 In exceptional circumstances, where an agreement between Disability Support and the Lecturer/Supervisor/Unit and/or student cannot be reached under the informal resolution procedure, the relevant Unit and/or student concerned can request that Disability Support convene a Reasonable Accommodation Review Committee to consider the matter (“Review”). A meeting of the Committee should be convened within 10 business days (during term) or 15 business days (outside of term time) of the request made by the Unit and/or student concerned.

8.2 The request for Review must be submitted either by email to dssinfo@ucc.ie or in writing to Manager, Disability Service, Access UCC, 1.43 The Hub, UCC, Cork and must state in sufficient detail the grounds for requesting a Review and the desired outcome.

8.3 The Reasonable Accommodation Review Committee will be chaired by the Academic Secretary and Assistant Registrar (or nominee) and a quorum of at least three members of the list below will be required to convene a meeting:

• Head of relevant College (or nominee) in consultation with the relevant lecturer or supervisory team (in the case of a research student).
• Chair of Learning & Teaching Committee of relevant College
• Head of Access UCC
• Student Union Representative
• Director of Student Experience (or nominee)
• VP for Learning & Teaching (or nominee)
• Dean of Undergraduate and Postgraduate Studies
• Dean of Doctoral Studies (or nominee)
• Head of Student Records and Examinations Office (or nominee)
• Relevant external expertise as required.

8.4 The Reasonable Accommodation Review Committee will, at its absolute discretion, consider the Review in such a manner as it deems appropriate to the circumstances of the case, having regard to fairness and due process.

8.5 The Reasonable Accommodation Review Committee will decide as to what, if any,
accommodation should be made for the student in question. The decision of the Reasonable Accommodation Review Committee will be final within the University process, binding on all parties, and communicated to the relevant stakeholders in writing via email or post, including the student, Disability Support, Unit and/or Student Records and Examinations Office and /or Graduate Studies Office.

9. Disability Support Contact

For further information in relation to Disability Support, please contact Disability Support  Office; Room 1.43, Access and Participation, First Floor, The Hub, Main Campus, UCC College Cork., T12 YF78;

Disability Support

Telephone: 021 490 4807 Email: dssinfo@ucc.ie

10. Related Publications and Policies

• UCC Policy for recording live teaching to assist student study
• UCC Fitness to Practise webpage
  • UCC Fitness to Practise Policy
• UCC Student's Fitness to Continue in Study Policy
  
  • Fitness to Continue in Study webpage including FAQs
    
  • Fitness to Continue in Study Policy Appendices
• Submission and Examination Regulations for Research Students
  
• UCC Data Protection Policy
• UCC Student Advisor and Ombudsman
• Inclusive Learning and the Provision of Reasonable Accommodations to Students with Disabilities in Higher Ed in Ireland Reasonable Accommodations in Higher Education

Appendix 1 Definitions

Appendix 2 Needs Assessment

A Needs Assessment determines the Reasonable Accommodations a student may need. Needs Assessments for UCC students registered with Disability Support are carried in two steps

Step 1. A desk-based needs assessment is a review of requested supports / reasonable accommodations and the student’s medical verification by a Disability Advisor. This is the first step in supporting students who require general disability supports. Where additional supports or conversation is required, a student can request / be invited to attend an in person / virtual Needs Assessment meeting.

Optional step 2. In person / virtual appointment, student meets with a Disability Advisor for a Needs Assessment to determine what Reasonable Accommodations will need to be put in place for the student.

Both types of needs assessments identify the reasonable accommodations a student will require across all settings—learning and teaching, research activities, and assessments including in class examinations and end of semester examinations. Supports will be put in place based on the student’s evidence of disability, educational history, and experience. Students with more complex needs will automatically be referred to a Needs Assessment with a Disability Advisor.
Recommendations on reasonable accommodations are determined on a case-by-case basis the Needs Assessment. A Needs Assessment considers the nature of the disability /learning difference/significant ongoing health condition, course requirements, and individual differences.

Following the Needs Assessment, a copy of the Learning Educational Needs Summary (LENS) (which contains the recommended Reasonable Accommodations, if any) will be emailed to the student.

The recommended Reasonable Accommodations will be communicated to the relevant School or Department via DMIS and Student Records and Examinations Office via ITS system. The Disability Advisor may also consult with the relevant School or Department as part of the Needs Assessment.

It is important to note that Reasonable Accommodations will be made on an individual basis and depending on the context, similar accommodations may not be suitable for another student with similar needs. In addition, accommodations do not set precedents for other students but can be regarded when considering another student’s needs. (See paragraph 6.8 above).

Appendix 3

1.    Standard Reasonable Accommodations - Learning & Teaching

UCC endorses the practice of inclusive teaching, learning, research and assessment, and aims to ensure that courses are accessible and enable full participation for all
students. Units are encouraged to ensure that accessibility is a key consideration when developing new courses or when redesigning or evaluating existing courses.
Reasonable Accommodations must be made to any aspect of teaching or assessment that would substantially disadvantage a student with a disability in relation to their peers, unless this accommodation would compromise the academic standards or professional practices associated with the course of study or would involve more than a nominal cost to UCC. As indicated in the policy, Reasonable Accommodations are based on medical verification of a student and information obtained at the Needs Assessment carried out by Disability Support. All standard Reasonable Accommodations listed below are in the Learning Educational Needs Summary report and communicated via the student record in DMIS.
Standard accommodations in learning and teaching are listed below. The list is not exhaustive, neither in terms of the kinds of adjustments that may be required nor the types of students who may require them. All Reasonable Accommodations are identified on a case-by-case basis in the Needs Assessment.

• Support of a Lab Assistant.
• Accessible learning and teaching venues where possible.
• Prioritised reading lists.
• Flexible assessment deadlines.
• Provide lecture material in advance, wherever possible.
• Access to lecture recording to assist student study, subject to the discretion of the lecturer as outlined in Recording Policy.
• Ensure field trips and off-campus visits are accessible.
• Use of audio devices in teaching venues – e.g. microphones, loop systems for students who are hard of hearing.
• Provide students with the support of a personal assistant, lab assistant, or academic assistant, when appropriate.
• Use of assistive technology in lectures/labs
• Provide access to breaks (for medication, movement, sensory, rest etc) in lectures, labs and assessment as required.
• Irish Sign Language Interpreter in teaching, learning and research sessions in lectures/labs and assessment
• Marking Guidelines are available to staff correcting the work of students with Dyslexia and students who are Deaf or Hard of Hearing for timed assessment.
• Course material in alternative formats, for example in Braille, large print or electronic format.

Non-standard Reasonable Accommodations

In an event where standard Reasonable Accommodations are not sufficient to meet the needs of the student and they cannot undertake the standard teaching, learning, and assessment, UCC recognises that schools may need to consider providing alternative non-standard teaching, learning, and assessment methods, while maintaining academic standards. These are referred to as ‘non-standard Reasonable Accommodations’.
If the Unit/Course is unable to implement the recommended non-standard Reasonable Accommodations, the Unit/Course may propose an alternative Reasonable Accommodations.

Non-standard Reasonable Accommodations – Learning & Teaching

• Flexibility with course attendance requirements for relevant degree programmes
• Splitting a course over 2 or more semesters where possible.
• Splitting 1 academic year over 2 where possible.

2.    Reasonable Accommodations - Research Students

• In the case of graduate students registered for Master’s by Research or Doctorate degrees, the principles of Reasonable Accommodations and Non-Standard Reasonable Accommodations should similarly be applied. The distinctive nature of learning on research degrees requires that Reasonable Accommodations may differ in form or scope from those at taught-course level.
• Reasonable Accommodations and Non-standard Reasonable Accommodations will be agreed during the Learning Education Needs Summary on a case-by-case basis in collaboration with the student, Supervisory Team, Disability Support and the Unit as appropriate for both the duration of the programme and examination.

Standard Reasonable Accommodations – Examinations

UCC is committed to ensuring that its examination system (undergraduate and taught postgraduate programmes) as far as possible enables students with disabilities/learning differences/significant ongoing health conditions who are registered with Disability Support to compete equally with their peers. UCC will endeavour to ensure that its examination procedures are effective in assessing the knowledge and abilities of all students, whilst at the same time ensuring the maintenance of academic standards. Students are advised that a deadline applies for the request of Examination Reasonable Accommodations, beyond which it may not be possible to facilitate such requests. Further information on the relevant deadlines can be viewed on the Student Records and Exams (SREO) website. Students are 
advised to notify Disability Support of their need for Reasonable Accommodations in respect of examinations as early as possible in the academic year.

During the student’s Needs Assessment, Disability Support will discuss and identify appropriate Reasonable Accommodations to enable students to be assessed
fairly. Reasonable Accommodations will be communicated to SREO for implementation during the main examination periods. To enable the examination timetables to be finalised, a deadline is in place for Semester 1 and Semester 2 Reasonable Accommodations in examinations. Students registering with Disability Support after this deadline may not have Reasonable Accommodations for their end of semester examinations but will be facilitated in the next semester.

The provision of examination accommodations after the SREO deadline is at the discretion of SREO, where extenuating circumstances apply. The student is encouraged to engage with Disability Support as early as possible re same.

Example of standard reasonable accommodations for examinations are listed below. The list is not exhaustive, neither in terms of the kinds of adjustments that may be required nor the types of students who may require them.

• Extra Time - A minimum of 10 minutes extra per hour (or 17%) is to be integrated as per established sector norm.
• Access to specialised software such as Claro Read/MS Editor/Immersive Reader to support students in proofreading independently. Currently these software packages are accessible via the Student Profile.
• Access to an examination paper on a particular colour of paper or a screen reader/C Pen (Assistive Technology Reading Pen) to read examination questions.
• An examination paper in an alternative format.
• Access to an alternative/smaller examination venue.
• Computer Lab.
• Food and drink in examinations.
• Noise Reduction Headphones/Loops
• Students with Type 1 Diabetes can now use their phones during examinations for medical monitoring.

Where an alternative way of demonstrating learning is permitted, the expectation is that it will be equally rigorous in comparison to the assessment undertaken by a student’s peers. It must be as capable of demonstrating that the student has met the requisite learning outcomes as the original form of assessment.

Non-standard Reasonable Accommodations - Examinations

• Special furniture – standing desk, adjustable chair.
• Scribe.
• Revised examination start time.
• Provision of rest periods between examinations.
• An alternative form or time/length of examination may be recommended where a student cannot display their learning in a traditional timed assessment

1.  Alternative forms may include: submit (take home) work or submit a portfolio in place of speeded, timed assessments.

• A series of shorter unseen papers in place of one longer paper, thus allowing a student to be assessed in the traditional way but over a longer time period.
• Split a 3-hour examination over two sessions:

1. 1. Student sits Part 1 and Part 2 the same day as their class with an invigilated break between the two.
   2. Student sits Part 1 at the same time as their class. Part 2 is completed on a different day that is agreed by the Department and SREO.

•  Provide access to breaks (medication, movement, sensory, rest etc) in lectures, labs nd assessment as needed.
• Access to Sensory and/or Pain Management Resources.

Appendix 4 Flowchart

Appendix 4 Flowchart

Case Studies (staff-only access)

Case Studies (staff only access)

Version Control Table