Mandy Dunbar, Pauline Wood, Sarla Gandhi, Yvonne Thomson, Glenys Harley

Acknowledgements
Mandy, Pauline, Sarla, Yvonne and Glenys would like to thank students, academic, admin and practice staff in the Schools/Services/NHS Trusts named below for supporting us with this initiative and providing constructive criticism which has enabled us to produce the final version of this Best Practice Guide:
UCLan Disability Services / Disability Advisory Group
UCLan Equality and Diversity Manager
UCLan Practice Learning Advisory Group (representatives from Health & Social care programmes across UCLan)
UCLan Safety, Health and Environment Section
UCLan School of Sport, Tourism and the Outdoors
UCLan School of Health
UCLan Students Union
Practice Education Facilitators from the following NHS Trusts:
NHS Blackpool
NHS North Lancashire
Bridgewater Community Healthcare NHS Trust
East Lancashire Hospitals NHS Trust
Lancashire Teaching Hospitals NHS Foundation Trust
Blackpool Teaching Hospitals NHS Foundation Trust
Wrightington, Wigan & Leigh NHS Foundation Trust
Southport and Ormskirk Hospitals NHS Trust
Lancashire Care NHS Foundation Trust
5 Boroughs Partnership NHS Trust
North West Ambulance Service NHS Trust
Authors:
Mandy Dunbar, Senior Lecturer- Physiotherapy, School of Sports, Tourism and the Outdoors
Pauline Wood, Principal Lecturer / Head of Placement Learning Support Unit, School of Health
Sarla Gandhi, Acting Principal Lecturer / Disability Co-coordinator, School of Health
Yvonne Thomson, Practice Education Facilitator, Bridgewater Community Healthcare NHS Trust
Glenys Hartley, Practice Education Facilitator, North West Ambulance Service NHS Trust
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Contents
Introduction
Section one: Guidance for prospective & current students
Section two: Guidance for academic staff
Section three: Guidance for placement based staff
Appendix 1 Student Self Assessment Framework
Appendix 2 Process Map
Appendix 3 Individualised learning plan
Appendix 4 Further Information / Useful Resources
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Introduction
The aim of this guide is to collaboratively demonstrate best practice when supporting students with disabilities in practice settings.
It has been developed by a tripartite team of students, practice and academic staff to offer a transparent process of responsibility, support and guidance for prospective and current students, practice and academic staff.
Each section is aimed at the individual target audience, though all related documentation is shared (see appendices).
Please note the document has been deliberately designed with consideration of students with specific learning needs. Type is left justified and where appropriate key messages appear in coloured blocks.
NB. This document could be adapted for any academic programme with practice experience/work based learning.
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The University of Central Lancashire offers a broad portfolio of programmes which encompass a wide variety of subjects and methods of delivery. For many of these programmes (particularly those within Health and Social Care related fields) learning takes place across a variety of settings including laboratory based work, clinical skills laboratories, theoretical sessions and practice based placements. In many of our ‘vocational’ programmes there are certain competency standards which must be met as part of the programmes, alongside fitness to practise requirements.
This guide aims to support you in understanding what this means for you and how we might work together to identify if a programme of study is right for you and if reasonable adjustments can be made in order to support you in a particular area of study.
Fitness to practise encompasses skills, knowledge and personal health.
Disability, impairment, learning and health needs do not necessarily present barriers to achieving academic success or fitness to practise requirements. The
University of Central Lancashire offers a dedicated Disability Support Team who will work alongside course representatives in order to help you to identify any potential barriers and to help negotiate appropriate support systems and strategies throughout each stage of your course (where possible), in particular focussing on each learning environment.
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This guide gives information which has been developed and approved by a number of programmes of study at the University of Central Lancashire. The programmes which this guide currently applies to are;
Nursing
Midwifery
Physiotherapy
Sports Therapy
Paramedics
Dentistry
Assistant Practitioners
Social Work
Pharmacy
Counselling
Orthodontic Therapy
Psychological Wellbeing Practitioners
Operating Department Practitioners
Advanced Practitioners
Specialist Community Public Health Nurse
(Health Visiting/School Nurse)
Community Specialist Practitioners
Foundation Degree in Health & Social Care
Foundation Degree in Sports Massage Practice
Biomedical Scientists
Strength and Conditioning
The Equality Act (2010) is a piece of legislation which protects disabled people.
There are several parts to the act which place different responsibilities on different kinds of organisations.
As an education provider we have responsibilities to our students and applicants to ensure that you are treated fairly.
As an employer we have responsibilities for our employees and to applicants.
The courses included in the list above all have elements of study which involve significant periods of practice based learning in order to develop the necessary knowledge and competence to work in the specified profession/role on graduation.
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This means that when considering applying for one of these programmes we have a responsibility to assess whether reasonable adjustments can be made to facilitate your success on the programme of study in both the University and practice environments.
We work closely with practice colleagues to establish what reasonable adjustments may be possible in practice settings to support our students.
You may wish to familiarise yourself with your rights to support whilst at college or University.
You may not like the term ‘disability’ or you may not consider yourself to be disabled. The Equality Act (2010) however, defines that a person has a disability 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
A large range of disabilities, impairments and medical conditions including unseen disabilities such as specific learning difficulties (e.g. dyslexia) are covered. If you are not sure if you have a disability or whether it is covered you may wish to speak with UCLan’s dedicated disability service or email disability@uclan.ac.uk
.
Whilst the University recognises the Social Model of Disability which sees disability as being created by social constraints, we would encourage you to consider your own circumstances in relation to the Equality Act (2010) definition i.e. a physical or mental impairment which has an effect on your ability to carry out normal day to day activities, and also to think about the support you may need.
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What is a day to day activity on my chosen course?
Studying within the University
As a student in University, studying, learning and participating in assessment procedures are normal day to day activities. You should have an understanding of how your disability might affect this element of your time at University due to previous experience during your studies.
Studying in a practice setting
As a student placed in a practice setting, participating in professional procedures, team work and client/practitioner interaction are normal day to day activities.
It is important that you consider what the day to day job of the career that you are considering involves, so that you might establish whether you think your disability may have an impact on your ability to carry out that ‘day to day activity’.
You may wish to seek out a work placement working alongside someone in your chosen career, explore the employability profiles on UCAS or arrange to speak with admissions tutors for your chosen course at an open day or on a one to one basis.
If you recognise that you have a disability or may have a disability and you need some guidance to explore whether it may impact on day to day activities on the course please contact us.
We would encourage you to initially contact the admissions tutor for your chosen course in order that we can support you to identify any barriers to your
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successful study. We can then work together to see if it is possible to make reasonable adjustments to remove or minimise the impact of these and facilitate your success on the programme of study.
Telling the University about your disability is called disclosing. As a University we are committed to giving you a number of opportunities to disclose your disability and to facilitate your disclosure in a safe and confidential way. You do not have to disclose your disability when you apply for a course however, we would encourage you to disclose your disability to the University as early as possible.
Practice
Mentor/Supervisor meetings
I think I may have a disability that may impact on my course.
When can I disclose?
Thinking of applying for a course
Any point where difficulties may begin to arise
Application Personal tutor meetings
Induction
We strongly recommend that you disclose to us as soon as possible
This will allow us the time to evaluate your individual challenges and advise you. Comprehensively reviewing your individual circumstances with the aim of developing a programme of reasonable adjustments in both the University and practice-based settings takes time. Informing us at an early stage will enable us to make these arrangements before you commence a programme of study.
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We can only act on information that we are informed about
If you choose not to disclose, we may not be able to offer you the support that you need. You do have the right to choose who is informed about your disability. If you do give permission to disclose this information can then be shared with relevant staff. This will include staff in practice settings.
We understand that students may have concerns of being judged because of a disability or have fear of being discriminated against. As a University we have specific responsibilities not to discriminate against disabled applicants, student or employees. We take these responsibilities very seriously and are committed to treating you fairly whilst supporting you to make the right decisions about a programme of study.
We would like to reassure you that we deal with many students with many students with disabilities. Our aim is to try to ensure that adjustment is made in both the university and practice settings to ensure that you achieve the best that you are capable of.
If we can’t convince you, maybe our students can!
“Sometimes it’s embarrassing (disclosing dyslexia to mentor) but it’s more embarrassing if I did something wrong. You’ve got to think about the patient”
“I wish I had disclosed earlier so that adjustments could have been made. I have been so much happier in practice since I did”
“I can understand why people hide it but if you do and no-one knows then you can never get help”
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The University and our placement providers also have a responsibility to protect client groups. If you choose not to disclose or disclose at a late stage and this leads to difficulties which impact on patient safety you may be withdrawn from a placement until reasonable adjustments can be put into place. This may involve a suspension of studies for a period of time.
If you choose not to disclose a disability which subsequently leads to putting patients/staff/yourself at risk this may lead to a fitness to practice hearing within your school.
In some cases the challenges you face may pose barriers to your being able to achieve the competency standards and/or fitness to practice requirements of the individual professions. This is rare, however, where this is the case you will be supported to explore other programmes of study which may meet your own individual requirements more successfully.
What is Fitness to Practise?
Fitness to Practise applies to students on professionally regulated courses which lead directly to, or which satisfy the conditions of, a professional qualification, or which confer a direct licence to practise a particular profession.
This includes demonstrating at all times:
Good behaviour;
Competence in knowledge, skills and judgement; good character; good health
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The Equality Act (2010)
The Equality Act (2010) is a piece of legislation which protects disabled people.
There are several parts to the Act which place different responsibilities on different kinds of organisations. As education providers we have responsibilities to prospective and current students to ensure that where a disability is disclosed students are appropriately assessed and reasonable adjustments are identified and applied where possible. This applies in both academic and practice settings.
The Equality Act (2010) defines that a person has a disability if;
 they have a physical or mental impairment
 the impairment has substantial and long-term adverse effect on their ability to perform normal day-today activities
Traditionally students have been assessed by Disability services who have made recommendations regarding reasonable adjustments for academic based work, e.g. written assessments and exams. It is recognised that it is beyond the remit of Disability services to have an understanding of the intricacies of all the placements offered by the University as part of course programmes. It is recommended in the literature that recommendations for reasonable adjustments in practice settings should be made by course-specific staff who have an understanding of the demands of placement areas. Recommended reasonable adjustments can therefore be made which reflect the realities of demands of practice with reference to the difficulties identified by the educational psychologists in their assessment of need.
This guide outlines the processes which have been developed to ensure that we are meeting the requirements of the Equality Act (2010) in supporting our students in practice settings. When supporting students with a disability
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reference should be made at all times to the process map detailed in appendix two.
What is classed as a disability?
The Equality Act (2010) identifies a large range of disabilities, impairments and medical conditions including unseen disabilities such as specific learning difficulties (e.g. dyslexia).
We need to encourage students to consider their own circumstances in relation to the Equality Act (2010) definition i.e. a physical or mental impairment which has an effect on their ability to carry out normal day to day activities. It is important that we support students to recognise what constitutes day to day activities within their chosen programme.
Studying within the University
Studying, learning and participating in assessment procedures are normal day to day activities for our students. Most students will already have developed some coping strategies for this type of activity.
The Disability Advisory Service may offer assessment and individualised support to students with disability for these types of activities.
Studying in a practice setting
Normal day to day activities in practice settings are varied and may include participating in professional procedures, team work and client/practitioner interaction and the recording of information in patient/client written or electronic notes.
When supporting students it is important that we consider the day to day activities of the practice experience element of their programme to help you establish whether you think their disability may have an impact on their ability to carry out that ‘day to day activity’.
You may find the employability profiles on UCAS a useful resource when exploring this subject with your students.
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Promoting Disclosure
In an ideal world, disclosure of disability would occur prior to commencement of a programme of study and this would facilitate early identification of the support required and the reasonable adjustments necessary for the individual student. However, the reality is that disclosure often occurs once the student has arrived at the university and commenced their programme.
As a member of the academic team you have a responsibility on behalf of
UCLan to encourage students to disclose their disability. Opportunities to facilitate this could be during open days, through the application process, during interviews, when the student commences their programme of study or at any time during their course of study. As disclosure is the first step for disabled students to receive appropriate support it is essential that you and your team are familiar with the services available from the Disability Service and are also aware of why students choose not to disclose.
Perceived barriers to disclosure
Stigma
Fear of being treated differently
Fear of it affecting their assessment of competence
Fear of it affecting their employment prospects
Humiliation
A good starting point would be to review all programme documentation to ensure that it includes information about the types of support and reasonable adjustments that could be available for students with disability. You should make explicit the benefits of disclosure to encourage students to take that first step.
In order to assist with this process, a student self-assessment framework (see appendix 1) has been developed which outlines areas of practice identified in the UCAS employability framework which are common to all programmes. All
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students should be asked to complete this framework during induction week, to give them the opportunity to reflect on whether they experience any challenges which may affect their potential to perform to the best of their ability in placement settings. Completed frameworks should be discussed with personal tutors to provide a starting point for discussions.
Personal tutors should discuss the benefits of disclosure of disability with their personal tutees at the initial meeting. If a student discloses a disability then you should ensure that they have information about how to access Disability
Services for assessment of their needs and identification of reasonable adjustments.
Identifying potential challenges to success
If a disability is identified during initial personal tutor meetings, students should be referred to the nominated person(s) within their course/school to discuss further any potential challenges to a student not being able to perform to their best ability within a practice setting. At this meeting all aspects of practice placement based day to day activities should be considered, though it is recognised that each individual tutor is unlikely to have an exhaustive knowledge of each specific practice placement offered. It is essential that
University staff therefore continue to work closely with Practice Education
Facilitators / Practice staff to identify any challenges not addressed at these initial meetings.
Within the meeting an ‘Individual Learning Plan (ILP)’ (see appendix 3) will be drawn up in conjunction with the student which will detail any identified needs and the recommended reasonable adjustments which need to be made in order to ensure that students can complete day to day activities to the best of their ability in the practice setting.
The completed ILP will be sent out to practice placement sites once a student has been allocated to a placement area. Allocation will take into account the reasonable adjustments which need to be made and allocations will take place in response to the information provided in this plan. Completed ILPs should
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therefore be sent to PLSU/allocations tutors to ensure consideration can be given to any identified needs.
As your students will also be studying in practice settings, you should ensure that you know what information can be shared with practice staff, by familiarising yourself with the university confidentiality / data protection policy. The nature of and the risks attached to the student’s disability may require information to be shared with the practice setting to ensure the safety of the student and also the safety of third parties involved with the student during their practice experience.
Preparation for practice settings
The ILP will help the student to identify their abilities and potential needs, plus any coping strategies that they have found useful. Your knowledge of the learning outcomes and assessments that the student will be expected to achieve, in practice settings, will help to identify potential reasonable adjustments and possible placements.
The completed ILP can be shared with a potential practice setting so that practice staff can explore whether or not the identified reasonable adjustments can be accommodated. Some reasonable adjustments may be straightforward, for example; having access to coloured paper or facilitating extra time to write up notes. Other reasonable adjustments may require specialist aids or equipment which practice settings may not have available or may take time to arrange.
It is therefore essential that the ILP is completed as soon as possible to allow adequate planning time for the reasonable adjustments to be put in place.
You should make the student aware that a risk assessment may be undertaken by practice staff to ensure the safety of the student and service users.
Ensuring equality
The reasonable adjustments laid out in the ILP are the only adjustments that should be made in practice settings without consultation with University staff.
Many of our practice placements require the student to pass/fail or be graded,
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it is therefore essential that no ‘compensation’ is made for a disability when considering the level of success of a student in a practice area. The identified reasonable adjustments ensure equity within this process. This aims to ensure that quality processes are adhered to in terms of assessment of students in practice. When working with placement sites this point should be reiterated to ensure that staff are clear with regard to the extent of reasonable adjustments and their impact on the assessment process.
During placement experience: on-going support
All students will have an identified ‘mentor/ supervisor/assessor’ in the practice setting who will provide support to identify appropriate learning opportunities and facilitate achievement of learning outcomes.
It is essential that consideration is given to communication between yourself, the student, their mentor/supervisor, the Practice Education Facilitator and the disability advisor to ensure that the student is fully supported whilst away from the HEI. This could be included as part of the action plan in the ILP and enables on-going monitoring of support and reasonable adjustments, as the student’s needs may change or new needs emerge during their practice experience.
During placement experience: Assessment and fitness for practice
Practice settings can be challenging for any student as they begin to develop competence in their professional field and demonstrate the application of theory to practice. It can also be challenging for the practice mentor / supervisor /assessor to distinguish between a student’s inability to meet competence requirements and whether or not it is due to their disability, with a consequence of doubts about the student’s fitness to practise and concern for the safety of service users.
Your role as an academic is to maintain on-going support, in collaboration with the Practice Education Facilitator, for both student and practice staff and to ensure that all reasonable adjustments have been made. If reasonable adjustments are in place, and the student is considered to represent a risk to service users, the nature, seriousness and likelihood of any such risk should be
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made explicit. Where patients/clients are felt to be ‘at risk’ the process map
(appendix 2) should be referred to and necessary processes followed.
On completion of placement experience: Evaluation of the process
As with any academic process, evaluation is key to identify and share good practice and to highlight areas that need some improvement – therefore meeting with the student, their practice mentor /supervisor /assessor, relevant practice staff and the Disability Advisor to review the experience and to inform any future ILP for the next practice experience.
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The Equality Act (2010) is a piece of legislation which protects disabled people.
There are several parts to the act which place different responsibilities on different kinds of organisations.
Education providers have responsibilities to prospective and current students to ensure that where a disability is disclosed students are appropriately assessed and reasonable adjustments are identified and applied where possible. This applies in both academic and practice settings.
Employers have a responsibility to their employees and others accessing their premises including students undertaking practice experience to make reasonable adjustments where these are identified and possible.
This guide outlines the processes which have been developed to ensure that we are meeting the requirements of the Equality Act (2010) in supporting our students in practice settings.
The Equality Act (2010) defines that a person has a disability 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-today activities
The Equality Act (2010) identifies a large range of disabilities, impairments and medical conditions including unseen disabilities such as specific learning difficulties (e.g. dyslexia).
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The University recognises the Social Model of Disability which sees disability as being created by social constraints. Prior to students starting on a course at
UCLan and on starting a course of academic study university staff work with students to encourage them to consider their own circumstances in relation to the Equality Act (2010) definition i.e. a physical or mental impairment which has an effect on their ability to carry out normal day to day activities. We work hard to support students to recognise what constitutes day to day activities within their chosen programme and this applies to practice based placements as well as study within the University.
The process followed is outlined in Appendix two of this document. This guidance shall focus on the two elements which will have a direct influence on you in clinical practice; supporting students who have disclosed a disability and what to do if a disability is identified whilst a student is on practice placement.
Promoting disclosure
All students who commence courses with practice based elements as listed on page six of this guide will be asked to consider if they have a disability which
‘may affect their ability to carry out normal day to day activities’ during an initial meeting with their personal tutor. These meetings will be held with a member of staff who is familiar with what ‘day to day activities’ means in the practice setting for each of the individual programmes. This will usually be someone who is a registered professional in the students chosen career
(where applicable). This will allow for discussion and prompting to consider any potential challenges which may be posed.
If at this stage a disability is disclosed, students will be encouraged to seek support from the University’s disability service who will focus on supporting students in the University setting. Students will also be referred to the nominated person(s) within their individual school who will meet with the student to identify any potential challenges to a student being able to carry out
‘normal day to day activities’ on their chosen course.
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Identifying potential challenges to success
At this meeting all aspects of practice placement based day to day activities will be considered, though it is recognised that each individual tutor is unlikely to have an exhaustive knowledge of each specific practice placement offered.
It is essential that placement sites and University staff therefore continue to work closely to identify any challenges not addressed at these initial meetings.
Within the meeting an ‘Individual Learning Plan (ILP)’ (see appendix 3) will be drawn up which will detail any identified needs and the recommended reasonable adjustments which need to be made in order to ensure that students can complete day to day activities to the best of their ability.
The completed ILP will normally be sent out to practice placement sites /
Practice Education Facilitators at least 4 weeks prior to students commencing a practice experience. Allocation will take into account the reasonable adjustments which need to be made and allocations will take place in response to the information provided in this plan.
Implementation in practice
The reasonable adjustments identified in the ILP need to be considered by practice placement staff in advance of a student arriving. Some recommended adjustments may take some time to implement or may be beyond the scope of a particular practice setting. The ILP asks you to consider each recommendation in this way.
It is essential that if reasonable adjustments cannot be accommodated in the practice area or will not be implemented in advance of the placement that this is communicated to the University so that appropriate action can be taken as detailed in the process map (see appendix 2).
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Where reasonable adjustments can be implemented in time, you may wish to consider meeting with the student in advance of the placement to ensure you are both clear with regard to how this will work in practice. This meeting should also aim to alleviate any concerns on the behalf of both the practice placement staff and students of maintaining equality and ensuring that the
‘disability’ does not become the main focus of the learning experience.
Ensuring equality
The reasonable adjustments laid out in the ILP are the only adjustments that should be made without consultation with University staff. Many of our practice placements require a pass / fail or are graded, it is therefore essential that no ‘compensation’ is made for a disability when considering the level of success of a student in a practice area. The identified reasonable adjustments ensure equity within this process.
If at any time you are unsure of what you should be doing to support a student in developing particular aspects of learning or implementation of reasonable adjustments do not hesitate to contact the University to seek support and guidance.
Despite the best efforts of University staff there will always be a small proportion of students with a disability who commence practice placements without having disclosed this to University staff. This may be because a student chose not to disclose or because they were previously unaware of the impact of their disability on their ability to perform ‘day to day activities’ or these have only come to light once the specific practices of each area are implemented. It is also possible y=that a disability is newly diagnosed part way through the student’s programme of study or placement.
The process map (appendix two) details how these situations should be handled in a number of potential situations. It is essential however that if the
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student consents, you contact the University in order that an assessment of need can be conducted.
If a student discloses a disability which is not posing a risk and the student does not wish this to be communicated to the University, no contact should be made. However, the student should be encouraged to discuss with University staff.
In order to ensure equity of assessment processes, no reasonable adjustments should be implemented without a formal assessment of need being conducted and the reasonable adjustments detailed on an ILP.
Where a risk to the student, staff or patients is identified however, student consent is not needed. In this instance, the student should be removed from the practice placement setting until the University can be contacted. At this point the processes detailed in appendix 2 will be followed.
On completion of a placement, the ILP should be reviewed in a final meeting with the student where the relative success of each recommended reasonable adjustments should be considered along with the identification of any further challenges identified.
These should be detailed within the final column of the ILP and in the action planning for future placements section.
This information will then be reviewed on the students’ return to University and will be used to inform future ILPs and may influence the content of education sessions provided for our practice based colleagues.
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Appendix One – Student Self Assessment Framework
Please complete this form prior to meeting with your personal tutor indicating potential areas where you may experience difficulties
Skill Do you have difficulties with any of the following?
Cognitive
Verbal Communication
Written Communication
Thinking, Processing, Memory, Attention to detail,
Problem solving skills, Clinical reasoning/decision-making
Understanding and interpreting written information
Questioning, Reporting, Teaching others,
Giving Instructions
Record Keeping, Writing Clear Instructions,
Taking telephone messages/voicemails
Non-Verbal Communication Interpersonal sensitivity, Eye contact,
Interpretation of non-verbal signals
Listening Hearing, Taking telephone messages/voicemails
History-taking, Handover
Numeracy Recording and interpreting numerical values accurately
(eg. Medicines, Observations, Joint measurement)
Potential difficulty
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Visual / Observation
Manual Dexterity
Physical Ability
Technical Ability
Personal Capabilities
Physical Signs and symptoms, Interpersonal Interactions,
Reading monitors and measuring devices
Fine motor skills
Flexibility, Strength, Fitness,
Co-ordination, Balance
Use of computer keyboard and screens
Adaptability, Ability to respond quickly
Planning and Organising
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Appendix 3
Individualised Learning Plan for supporting students with a disability in practice settings
This plan should be completed for all students who disclose a disability in collaboration with the student to identify any support and reasonable adjustments which need to made. The plan should outline suggested reasonable adjustments which will need to be made in the practice area in order to identify appropriate placements. Completed assessments will be sent to placement allocation staff, personal tutor, Practice Education Facilitator/Clinical Educator with copies made for the student and the students’ file.
Students should ensure that the completed form is shared with their mentor/supervisor during the first meeting in practice.
Student Name___________________________ Programme of study________________________________ Level______________________
Assessors name_____________________________ Designation________________________________________
For completion by UCLan staff & student
Nature of identified need How is this currently managed/ controlled?
Are there any identified aggravating factors?
Recommended Reasonable adjustments
End of placement review of reasonable adjustments
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Appendix 3
For completion by placement staff (ie; mentor/clinical educator/supervisor)
Can the identified reasonable adjustments be accommodated in the allocated placement area?
Can the adjustments be made in advance of the placement?
Can any associated costs be met?
For Completion by Personal Tutor in collaboration with student
Action required
ACTION PLAN FOR NEXT PLACEMENT

Continue with existing ILP for next placement YES / NO (Please circle appropriate response)

New ILP to be developed for next placement YES / NO (Please circle appropriate response)
Any other comments:
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End of placement review of reasonable adjustments
Have these reasonable adjustments been effective?
What other reasonable adjustments have also been effective?
Any other suggestions that may help for the next placement?
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Appendix 4
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