Guidelines for making Reasonable adjustments for Disabled
Students in Work Placement
Introduction
These guidelines are for academic, professional and support staff at the University and in
placement settings who have responsibility for arranging, supporting and enabling students to
complete essential practical elements of their course.
They describe a procedure that has been developed by the University of Bradford Disability
Service in partnership with colleagues from three University Faculties, a range clinical staff,
practice based educators and disabled students.
The procedure (Appendix 1) aims to provide a clear framework within which the University can
make sure that it meets its legal obligation; to provide disabled students with an equitable and high
quality learning experience and ensure that disabled students are not disadvantaged in placement
settings by unnecessary barriers.
The procedure aims to make sure that placement providers have all the information that they need
to make reasonable adjustments for disabled students on placement so that students are able to
meet their learning outcomes/essential criteria, practice effectively and safely and develop their full
potential.
A central element of the procedure is effective communication and information sharing. Its
success relies on:





Encouraging and enabling students to feel confident about sharing information about their
impairment
Effective identification and assessment of disabled student’s needs
Understanding of the need to make reasonable adjustments for disabled students and a
commitment to implementing them.
Maintenance of academic and professional standards
Promoting practices that ensure the safety and wellbeing of students, staff and members of
the public
The procedure includes a clear and consistent referral process using the Placement Support
Agreement (PSA) (Appendix 2). The PSA is a document that is completed by the Personal
Academic Tutor (PAT) with the student prior to placements. The PSA should be sent in advance
or in some circumstances taken by the student into the practice/work based setting, to advise
mentors and appropriate others of adjustments that are required.
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The University’s duty to disabled students
By law the University has a duty to make reasonable adjustments to practices, procedures and the
physical environment to ensure that disabled students do not encounter unnecessary barriers or
be disadvantaged compared to non-disabled students. This applies to all aspects of learning and
teaching including placements.
Definitions
The Equality Act (2010) states that a person is disabled if:


they have a physical or mental impairment
the impairment has a substantial and long-term adverse effect on their ability to perform
normal day-to-day activities
For the purposes of the Act, these words have the following meanings:



'substantial' means more than minor or trivial
'long-term' means that the effect of the impairment has lasted or is likely to last for at least
twelve months (there are special rules covering recurring or fluctuating conditions)
'normal day-to-day activities' include everyday things like eating, washing, walking and going
shopping or learning.
There are additional provisions relating to people with progressive conditions; people with HIV,
cancer or multiple sclerosis are protected by the Act from the point of diagnosis
Specific Learning Difficulties (SpLD), (eg dyslexia, dyspraxia, dyscalculia) are also included under
the definition of disability.
“Dyslexia is a learning difference, a combination of strengths and weaknesses which affects the
learning process in reading, spelling, writing and sometimes numeracy. Dyslexic learners may also
have accompanying weaknesses in short term memory, sequencing and the speed at which they
process information.” (Rose 2009)
Who decides if a student is disabled?
Any student who identifies themselves as disabled, or who has a condition, health or mental health
related issue that they wish to seek support for, can contact the Disability Service. In order to be
eligible for reasonable adjustments and support the student is required to provide evidence
relating to their condition.
Once received, this evidence is reviewed by an Adviser in order to ascertain whether it conforms
to explicit criteria, based on the legal definition.
Only if a student is judged to be disabled according to these criteria is the student offered an
assessment of their needs and recommendations for reasonable adjustments.
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The Procedure
1. Disabled Students register with the Disability Service and provide evidence that they are
‘disabled’. This might be a letter from a GP, a report from an Educational Psychologist or other
specialist.
2. A Disability Adviser (DA) discusses the impact of the student’s impairment on their day to day
life in the context of the University and the learning environment. This includes discussions about
the possible impact in a clinical or placement setting. In this meeting the DA talks to the student
about the importance of sharing relevant information about their impairment with placement
providers and the student gives consent to share.
**(Please see note below for the procedure where a student does not agree to share
information with placement providers)**
3. The DA assesses the student’s needs and makes recommendations for adjustments using a
reporting tool on eVision (which links to SAINT). A document called a Learner Support Profile
(LSP) is created and is saved on the individual student’s eVision account. Once approved, a
notification is sent to the named LSP contact in the student’s School. LSP contacts are asked to
notify all relevant staff including the student’s PAT. If a student has a placement as part of their
course, LSP contacts are also asked to notify any staff in the Faculty/Programme Area with
responsibility for organising placement activity, so that they are also aware of the need to make
reasonable adjustments.
4. It is the PAT’s responsibility to contact the student to discuss any adjustments that they might
need in a placement setting. However, students are also advised to contact their PAT to follow
this up. If it is felt to be necessary (depending on the possible impact of the student’s impairment),
this discussion should include other relevant staff, including specialist staff from the Disability
Service and staff in the placement setting.
5. Using the information contained in the student’s LSP as a starting point, and in discussion with
the student (and other relevant staff), the PAT should complete a Placement Support Agreement
(PSA) form. The PSA should be signed by the student and the PAT and sent in advance to
the relevant named contact in the placement setting. A copy of the completed agreement
should also be sent to the student’s Disability Adviser for information.
6. When the student is on placement, the PSA form should be used to comment on and record
relevant information about the effectiveness of the reasonable adjustments and feed this back to
the University, through the student’s Faculty/Programme area. If any amendments or changes to
the adjustments are necessary, this information should be passed back to the student’s DA so that
they can amend and update the student’s LSP, which will be sent to the Faculty/Programme Area
to provide information for the development of any future PSAs.
**If a student requests not to share information about their impairment with the placement
providers, the DA should discuss the implications of this, and explain clearly that the
student cannot expect any adjustments in the placement setting. The DA will also explain
to the student that they will need to discuss their request not to share with their PAT. The
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DA should then tick the relevant box on eVision and the PAT (School) will be alerted via the
LSP.
7. Where it is considered that ‘not sharing information’ will not have an adverse impact on
patients/clients/colleagues, the student should sign a request not to share form (Appendix 3), a
note should be made on the student’s file and no further action should be taken.
8. In exceptional circumstances where it is felt that after consideration of all the risks, that not
sharing information might put either the student or patient/client/colleague at risk the PAT should
refer/discuss this with their Head of Programme Area. It is the responsibility of the Head of the
Programme Area to liaise with the student and relevant support services such as the Disability
Service and make a final decision about the student’s options.
Helena Jones
2013
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Appendix 1
Schematic Overview of Procedure for Arranging Work
Placements for Disabled Students
Making Reasonable Adjustments
LSP circulated to:
Personal Academic Tutor (PAT) and/or:

Placement Organiser

Director of Practice Learning

Module Leader

Link Lecturer
LSP produced and sent to
School Nominee
(including consent to share/not
share)
Disabled student and Disability
Adviser meetAssessment of Needs
PAT (and other relevant
staff) meet with student to
discuss adjustments.
Check for non-disclosure
form
Request for
confidentiality
Permission to
share
Risk assessed
Risk
identified
No risk
Refer to Head of
Programme
Area
No further
action-note in
student file
Check practical application of adjustments:
consider access and health and safety
issues, assessment of risk
Agree Adjustments
Adjustments appear to
be straightforward
Placement Support Agreement (PSA)
completed, signed and sent to placement in
advance
Adjustments appear to
be less straightforward
Take specialist advice from eg:
Student/Disability Adviser/
Placement Organiser/Placement
Provider (PLF)/Link Lecturer/PAT
and/or meet/visit the placement
Student attends placement/placement induction
Regular/periodic review-feedback to School
using PSA
If necessary information/feedback to Disability
Adviser
Review and update LSP
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PAT inform PLF
(Health)
Appendix 2
PLACEMENT SUPPORT AGREEMENT (PSA)
This document has been produced to provide placement providers with information to enable them to
make reasonable adjustments in the workplace for University of Bradford disabled students. The
adjustments have been recommended as a way of ensuring that the student is not disadvantaged in their
workplace learning for reasons relating to their impairment and that the University and placement provider
have taken reasonable steps to ensure that they have fulfilled their legal obligation under the DDA and
Equality Duty.
With the student’s consent all staff directly responsible for organising, managing, assessing on
placement, ought to be informed of any relevant disability-related issues, especially recommendations for
support or adjustments.
PART A (To be completed by the student’s personal academic tutor - PAT in discussion with the
student and their placement supervisors, practice educators or mentors
STUDENT DETAILS
Student Name:
Student No:
Placement Contact Name
University Contact:
Student’s Course:
Disability Adviser:
Extension:
Email:
POSSIBLE IMPACT OF IMPAIRMENT ON
LEARNING IN PLACEMENT
SPECIFIC ADJUSTMENTS RECOMMENDED
*PLEASE SEE LSP FOR INFORMATION TO
HELP WITH COMPLETING THIS SECTION NB
FOCUS ON THE STUDENT’S STRENGTHS AND
IMPACT OF THE IMPAIRMENT AND NOT ON
THE DEFICIT (DELETE*)
*THIS SECTION SHOULD FOCUS ON THE
OBJECTIVE OF THE ADJUSTMENT, IE HOW IT
WILL ASSIST THE STUDENT ON
PLACEMENT(DELETE*)
STUDENT – I have read the above information and agree with the recommendations for
adjustment. I am aware of my responsibility to ensure that my needs are effectively
communicated.
Signed:
Date:
UNIVERSITY - I have read the above information and I am aware of my responsibility, in my role
as Personal Academic Tutor (PAT) To ensure that my student’s needs are effectively
communicated and where possible the recommendations for adjustments are facilitated.
Signed:
Date:
PLACEMENT/Mentor -I have read the above information and I am aware of my responsibility for
ensuring that where possible, the recommendations for adjustments are facilitated. Please note
that if a mentor is having difficulties or are unsure they are to contact the PLF or manager
Signed:
Date:
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PART B
To be completed by the PLACEMENT SUPERVISOR, PRACTICE EDUCATOR or MENTOR
in discussion with the student
FEEDBACK AND EVALUATION OF EFFECTIVENESS OF ADJUSTMENTS
It is very useful for the University to have feedback on how effective you think that the
adjustment recommended have been for the student and any other general feedback.
Please include any suggestions for support that would help this student on current or
future placements
PART C
To be completed by the STUDENT after each placement
REFLECTION ON EFFECTIVENESS OF STRATEGIES USED IN PLACEMENT AND ACTION
PLANNING FOR FUTURE PLACEMENTS
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Appendix 3
REQUEST NOT TO SHARE INFORMATION REGARDING DISABILITY
This document forms part of a Placement Support Agreement (PSA)
I …………………………………………have shared information with the University about my
impairment/disability/dyslexia which is covered under the definitions of the Equality Act
2010.
I understand that under this legislation I am entitled to request reasonable adjustments
in the University and also in my work placement, to ensure that I am able to work to my
full potential and not be disadvantaged by my impairment.
I have requested as is my right under the Act, that information relating to my
impairment is not shared with anyone outside the University and in particular with my
placement providers. In doing this I understand that my placement providers will not be
able to make specific adjustments in relation to my impairment. This has been
explained to me, and I am fully aware of the possible consequences of this request.
I also understand that in exceptional cases where academic staff feel that not sharing
information about my impairment may put myself or others at risk, they will discuss
this with me and carry out a full assessment of that risk in the context of my
placement.
I am also aware that if I change my mind and would like to access reasonable
adjustments or protection under the Act, I can contact the Disability Service or my
personal tutor to discuss this.
Signed:
(Student)
Signed:
(Personal Academic
Tutor)
Date:
Date:
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