Reasonable adjustments enable you to participate in the academic assessment process on a fair basis, and according to your preferences. Find out how to arrange reasonable adjustments that work for you.

Reasonable adjustments allow you to fully participate in learning, assessment, UHI North West and Hebrides facilities and services. When it comes to assessments, for example, a reasonable adjustment could be making a video presentation instead of presenting in person, or having extra time in an exam, or showing your work to the tutor in private, rather than in front of a group. Under the UK Equality Act 2010, reasonable adjustments are required where students with learning disabilities experience substantial disadvantage in comparison with students who do not have a learning disability.  Colleges have an anticipatory duty to provide reasonable adjustments for students. This means your college needs to plan ahead and address any barriers that may potentially affect your studies and well-being.

Some colleges and some courses have risen to this challenge by putting in place systems that are on offer to all students, whether registered disabled or not. Examples are audio-recording taught sessions, or providing not just one route of assessment but several different ones for a particular assignment. However, currently this is the exception rather than the norm, and the more established route is to offer individual reasonable adjustments for specific requirements.

To be eligible for individual reasonable adjustments you need to have had an autism diagnosis and have told us about your autism. Our learning support team within Student Services then meets with you and discusses your needs. Your allocated learning support worker will then advise your lecturers of the necessary reasonable adjustments.

It is important that you are actively involved in this process, and also in making decisions regarding reasonable adjustments that work for you. This is not about being singled out – it’s about getting the best, personalised support for you.

• Arrange to meet with your allocated learning support worker as soon as possible.
• Negotiate your reasonable adjustments, rather than taking them as they come – what works for you individually?
• Focus on learning outcomes rather than assessment procedures – what are alternative ways for you to evidence your knowledge and understanding?
• Remember that your allocated learning support worker is always there to support you, but they won’t necessarily know the academic requirements.
• Use the Autism&Uni Best Practice Guides as support (see page on UDL)
• Reply promptly to all communications regarding your support and reasonable adjustments, to ensure support is put in place when it’s needed.