Reasonable adjustments policy

1. Purpose and scope

1.1 ��logo��, University of London (hereafter '��logo��' or 'the University') strives to enable all students to fulfil their personal and academic potential and have a positive university experience. We are committed to inclusive practice, the anticipation and removal of barriers to access and participation, and the provision of an inclusive environment and learning experience.

1.2 The University is required, under the , to ensure that disabled students are not substantially disadvantaged in their studies compared with non-disabled students. defines a disability as being of long endurance (at least twelve months) and having significant impact on the everyday life of the individual. The term 'disability' for these purposes also encompasses long term health conditions, including cancer, mental health conditions and neurodivergence.

1.3 The duty is 'anticipatory', which means that the University must think in advance about the likely disadvantages and put in place reasonable adjustments to mitigate those disadvantages. ��logo�� addresses this in learning and teaching through its inclusive practice guidelines.

1.4 Notwithstanding the inclusive practice guidelines, there will be times when individual reasonable adjustments are required to ensure that a student is not substantially disadvantaged in their studies due to their disability.

1.5 There is, however, no requirement to apply an adjustment where it would compromise genuine academic or professional competency standards, nor where it would compromise the health and safety of members of the University. There are more details on this in sections 3 and 4 below.

1.6 Some students will also be entitled to additional support through Disabled Students' Allowance ('DSA') which goes over and above institutional reasonable adjustments. Where a student is entitled to DSA but chooses not to use it, the University will not be able to replicate that provision.

1.7 Where a student is not eligible for DSA but their diagnostic threshold meets the criteria (e.g. an international or other self-funding student) the University will give due consideration to any additional support it may be able to provide to ensure that they are not disadvantaged relative to students who are eligible. However, it is unlikely that the University will be able to replicate DSA provisions in full.

1.8 This policy outlines ��logo��'s approach to ensuring that it implements reasonable adjustments for disabled students in accordance with its statutory obligation and is applicable to all students studying at ��logo�� at all levels, stages and modes of study.

2.1 ��logo�� encourages students to share information about their disabilities as early as possible in their studies to facilitate adjustments being put in place efficiently. Sharing later in the student journey may result in delays to adjustments which may affect a student's ability to attain their potential. It is acknowledged that some students may be awaiting a diagnosis, and these students are still encouraged to seek support as the threshold for University support can be more flexible.

2.2 Students can share information on application, during the enrolment process, or at any point during their academic journey, including prior to application. ��logo�� has a duty to implement adjustments from the time that the information is shared with any member of staff.

2.3 All disabled students are encouraged to complete a Study Support Plan ('SSP') setting out the nature of their disability. The SSP shows a list of inclusive support together with any individual adjustments which have been recommended. View further information about Study Support Plans. All students who complete their SSP will be invited to an appointment with the relevant team in Wellbeing Services. The SSP and the reasonable adjustments can be reviewed at any time by booking an appointment with Wellbeing Service.

2.4 Students are not required to engage with Wellbeing Services before adjustments are put in place. ��logo�� staff are empowered to make adjustments before they have been recorded by the central service (see examples in section 4), but they can only do this if they are aware of a student's challenges. Adjustments in this context are likely to be relatively simple to implement, e.g. additional time allowed for in-class tests. Adjustments which require additional resources (e.g. software or human support) may need to be processed through Wellbeing Services.

2.5 If a student does not engage with Wellbeing Services, this may reduce the range of adjustments and support which can be offered. If a student does refuse a referral, the staff member should confirm this in writing to the student. The staff member must then advise Wellbeing Services of the agreed adjustments so that they can be added to the student's Study Support Plan.

2.6 Wellbeing Services will request relevant evidence of the disability. This evidence must be in English. If the evidence has been translated into English from another language, this must be a certified translation.

2.7 Adjustments will only apply to future activities; they cannot be applied retrospectively.

2.7.1 Adjustments for formal examinations will need to be agreed in line with the timetable set out in the guidance.
2.7.2 Students who are dissatisfied with agreed adjustments should discuss this in the first instance with their adviser from Wellbeing Services. If they remain dissatisfied, they can use the University's Complaints process to formalise their concerns.

3. Competence standards

3.1 All students are obliged to meet the required academic standards set by the University. This will include where any programmes have what are described as 'competence standards' meaning an ability to do something to a particular level.

3.2 A competence standard is a particular competence or ability that a student must demonstrate to be accepted on to, progress within, or successfully complete, a course or programme of study. A competence standard must be genuinely relevant to the course in question and to remain lawful it must be demonstrated that no alternative standard could be reasonably developed.

3.3 ��logo�� does have a duty to consider how it can appropriately assess competences, and must consider whether another assessment rather than the standard one might provide sufficient evidence of competence. For example, a student might be able to demonstrate competence in explaining complex ideas in a number of ways.

3.4 It is not possible to give one definitive list of competence standards as they will often be subject-specific, but the below give some ideas of what might be included:

3.4.1 Ability to use particular specialist equipment, e.g. lab equipment, specific software or hardware.
3.4.2 Ability to give clear verbal presentations.
3.4.3 Ability to produce one's own, original work.
3.4.4 Skills or competences identified by an accrediting body as being essential to achieve professional accreditation.

3.5 Where a programme carries an external accreditation, the accrediting body may need to approve any changes to assessment methods, and this may not always be possible. Where an accrediting body refuses an adjustment, this decision will be final, and any challenge to it must be made directly to the body and not through the University.

4. Permitted adjustments

4.1 ��logo�� has standards on inclusive practice which mean that a wide range of commonly applied adjustments such as teaching materials in advance and accessible content on the Virtual Learning Environment should be in place for all students. This should reduce the need for individual adjustments.

4.2 However, the University may recommend:

4.2.1 Additional time for in-person, timed assessments.
4.2.2 Change to assessment environments, e.g. quiet space or making a verbal presentation to a smaller number of people.
4.2.3 Rest breaks during teaching or assessments. Note: these may vary according to the needs of the student.
4.2.4 Use of specialist equipment, e.g. dedicated software or personal equipment such as recording equipment or noise-cancelling earphones.
4.2.5 Provision of materials in large print, braille or other accessible format, for example printed on backgrounds other than white.
4.2.6 Agreed variance to usual attendance requirements in line with agreed ��logo�� policy. Note: students in receipt of Student Loans Company funding will be required to maintain attendance at a rate which is compliant with funding requirements, which will be agreed using the process in place at the time.

Note: this list is not definitive and includes only those adjustments most commonly recommended. It should not be interpreted to mean that these adjustments will be implemented in all cases, as the needs of students will vary.

4.3 There are some requests which will not be accepted:

4.3.1 Automatic extensions to formative or summative 'take home' work. All requests for extensions must be processed through Mitigating Circumstances. It is normally expected that if Reasonable Adjustments have been enacted, these should enable students to submit work in line with schedules. However, the University recognises that students may have fluctuating conditions, and that other life events can also affect disabled students, so requests for Mitigating Circumstances made in line with the policy will not be unreasonably refused.
4.3.2 Changes to mode of teaching delivery. Where teaching is described as being 'in person only' it will not be possible to adjust this to online delivery, and vice versa. Students are advised to check the mode of delivery before enrolling and selecting modules, and to consider how they can best engage with that mode.
4.3.3 Removal of the need for formal assessment. Assessments and examinations are, by definition, testing experiences, but they are carefully designed to most effectively demonstrate learning. Students will be provided with support to be able to perform at their best, but there will be a need for formal assessment to achieve an award.
4.3.4 Any adjustment which compromises health and safety, for example, the use of noise-cancelling headphones in areas where the ability to hear verbal instructions is critical to safety.

4.4 The University may be unable to adopt specific reasonable adjustments that a student might have experienced in another setting. It also cannot provide support where this would more appropriately be provided by Social Services or the National Health Service (NHS).

4.5 All eligible students will be encouraged to apply for Disabled Students' Allowance, which provides a range of support over and above reasonable adjustments, including computer equipment with assistive technology, mentoring, and study skills support. The threshold for evidence for Disabled Students' Allowance is higher than required for University adjustments, and students should not assume that their application will be processed quickly.

5. Students on Placement

5.1 Students on Placement should refer to the University's Placements Policy for details on how they will be supported in that setting.

6.1 Once a student has told a member of ��logo�� staff about their disability, the University is obliged to respond to it. This means that the member of staff may need to share this information with other professionals. This will be done on a need-to-know basis, for the purpose of supporting the student. The student's consent should be sought for this, and if refused, the process set out in section 2 above will be applied.

7. Staff responsibilities

7.1 Student Wellbeing Services are responsible for managing the range of reasonable adjustments routinely made and will identify an appropriate set of adjustments for the specific circumstance.

7.2 A nominated member of staff in each School will be responsible for agreeing any unusual adjustments which go beyond those listed in section 4 above.

7.3 Staff in Academic Schools and other services across the University are responsible for implementing recommended adjustments. If they have suggestions about potential adjustments, they can discuss these with the relevant Student Wellbeing Service staff to incorporate this into the student's Study Support Plan.

7.4 The module convenor is responsible for informing staff involved in teaching or external experts if reasonable adjustments need to be made to their teaching materials.

7.5 The Examinations Office is responsible for implementing adjustments to centrally managed exams. All adjustments need to be agreed in line with the guidance set out and the agreed timetable.

7.6 If agreement cannot be reached about an adjustment, this should be referred to the DVC Education and Student Experience who will make a final determination, after receiving advice, about what should happen.

Policy review

Created: February 2026
Latest update: February 2026
Date of next review: 2030-31 academic year
Owner: Head of Student Support and Wellbeing Services
SLT owner: DVC Education and Student Experience
Committee oversight: Education and Student Experience Committee for Academic Board

Appendix: Definitions of common terms

Anticipatory adjustments are strategic actions or approaches taken to eliminate or minimise the disadvantage that may be faced by applicants or students with disabilities in comparison to their peers, resulting in a more accessible and inclusive teaching and learning environment, reducing the need for reasonable adjustments.

Association discrimination occurs when an individual is treated less favourably as a result of their association with another person with a protected characteristic.

Competency standard is defined by the Equality Act (2010) as an academic, medical or other standard applied for the purpose of determining whether a person has a particular level of competence or ability.

Direct discrimination occurs when an individual is treated less favourably than someone else as a result of the presence of a protected characteristic. Disability defined by the Equality Act (2010) is a physical or mental impairment which has a substantial and long-term adverse effect on the ability to carry out normal day-to-day activities.

To be protected under the Equality Act (2010), the condition must meet the following criteria:

must have lasted or be likely to last 12 months or longer
impact must have more than a single minor effect.

This includes conditions where symptoms may fluctuate, reoccur or are progressive. Therefore, some specific health conditions are considered disabilities from the point of diagnosis. Disability Disclosure made by any means to any member of university staff, is considered a disclosure to the university. It is the responsibility of that staff member to provide the student with relevant information and signpost appropriately to facilitate access to support.

Discrimination arising from disability occurs when an individual is treated less favourably because of difficulties or additional considerations required arising from a disability where the treatment cannot be justified by being a proportionate means of achieving a legitimate aim. This only applies where it is known or ought to be known that an individual has disabilities, i.e. if a disability disclosure has taken place.

Harassment occurs when an individual(s) conduct relating to a protected characteristic has the purpose or effect of violating the dignity of an individual or creating an intimidating, hostile, degrading, humiliating or offensive environment for that individual.

Inclusive teaching and learning or practice refers to the definition proposed by the Higher Education Academy. Inclusive learning and teaching recognises all students' entitlement to a learning experience that respects diversity, enables participation, removes barriers and anticipates and considers a variety of learning needs and preferences. Inclusive learning takes into account educational, cultural and social background and experience, physical or sensory impairment and mental well-being. Students may be less able to learn if they are not included and feel that they belong. All staff and students benefit from learning that acknowledges and draws upon differences and commonalities and is based on principles of equity, collaboration, flexibility and accountability.

Indirect discrimination occurs when an individual is put at a particular disadvantage because a provision, practice or criterion, while appearing neutral, has the effect of creating a barrier for those with a protected characteristic. Indirect discrimination can only be justified in exceptional circumstances if it can be demonstrated that the action was a proportionate means of achieving a legitimate aim and only if this cannot be overcome through the provision of anticipatory or reasonable adjustments. A legitimate aim might be any fair and reasonable lawful decision made in running the organisation however, if there is a discriminatory effect, the sole aim of reducing costs is likely to be unlawful.

Perception discrimination occurs when an individual experiences direct discrimination because others believe they have a protected characteristic. This applies even if the individual does not possess that protected characteristic.

Protected Characteristics refers to groups that are protected under the Equality Act (2010), these include:

Age
Disability
Ethnicity (including race, colour and nationality)
Sex
Gender reassignment
Religion or belief
Sexual orientation
Marriage and civil partnership
Pregnancy and maternity (irrespective of whether you are pregnant or have given birth recently).

Reasonable adjustments are action or amendments taken within reasonable limits to eliminate or reduce the disadvantage faced by individual applicants or students with disabilities in comparison to their peers to ensure they can access and progress in education and employment. This should be considered in relation to the following:

a provision, criterion or practice
physical features
auxiliary aids.

In accordance with the Quality Assurance Agency: The application of an adjustment will result from consideration of the circumstances of the individual student and will involve the student in discussion of possible courses of action. What is 'reasonable' for an institution will vary according to a range of factors and will depend on the circumstances of the individual case. Factors influencing the determination of what is reasonable will include the effectiveness of taking particular steps in enabling the student to overcome the relevant disadvantage, health and safety issues, the effect on other students and the financial cost to the institution.

Victimisation occurs when an individual is treated less favourably because they have made or supported allegations about discrimination or harassment, or because it is believed that they may have done so.

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