Plymouth University
Students with Disabilities or other Temporary Injuries and
Conditions
Guidelines on Provisions for Assessment
Contents
1.
Introduction
2.
Definitions of Terms
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3.
Disabled Students
3.1
3.2
3.3
3.4
4.
Disability
Inclusive Assessments
Modified Assessment Provision (MAPs)
Alternative Assessments
Assessment, Guidance and Co-ordination of Support Provision
Adjustments for Disabled Students undertaking assessments
Modified Assessment Provision for Formal Examinations
Modified Assessment Provision (MAPs) for In-class Assessments or
Tests
Students with Temporary Injuries and Conditions
4.1
4.2
4.3
Notification of Temporary Injuries and Conditions to a University
Faculty
Modified Assessment Provision (MAPs) for Formal Examinations
Modified Assessment Provision (MAPs) for In-Class Assessments or
Tests
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1.
Introduction
In line with the positive duties required by the Disability Discrimination Act 2005 it is
the intention of the University that students should not be disadvantaged when being
assessed, whether due to a disability, impairment or other temporary injury or
condition.
2.
Definitions of Terms
Within these Guidelines reference will be made to a number of terms:
Disability: Under the Disability Discrimination Act 2005 a person has a disability if
s/he has a physical or mental impairment which has a substantial, adverse and long
term effect on his or her ability to carry out ‘normal’ day to day activities. In this
definition ‘long term’ is where the condition is likely to last for at least 12 months, and
‘normal activities’ are those carried out by most people on a regular basis.
This definition has now been extended to cover HIV, multiple sclerosis and certain
forms of cancer from the time of diagnosis.
The term ‘mental impairment’ is intended to cover a wide range of impairments
relating to mental functioning, including what are often known as learning disabilities.
Inclusive Assessments: A flexible range of assessment modes used within
modules which are available to all students and are capable of assessing the same
learning outcomes in different ways1. An explanation of inclusive assessments is
included in the University’s Assessment Policy. (See Assessment Principle 4 and
Insight 5 in the Policy).
Modified Assessment Provision (MAP): This term refers to provisions for both
examinations and in-class assessments or tests, and is a contingent approach which
offers extra time, amanuensis, own room, use of computer, etc. It is aimed at
ameliorating any difficulties relating to the impact of the disability and the standard
assessment mode for an element of assessment and is commonly used for formal
written time-constrained assessments such as tests or examinations. MAPs have
previously, or elsewhere, been known as ‘special arrangements’, special exam
arrangements (UK), ‘accommodations’ (USA) and ‘alternative assessments’
(Australia).
Alternative Assessments: The use of e.g. a viva voce examination in place of a
written assignment, test or examination for a very small minority of disabled students.
“Inclusive Assessment in Higher Education: A Resource for Change”, Staff-Student
Partnership for Assessment Change and Evaluation (Space Project).
1
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3.
Disabled Students
3.1
Assessment, Guidance and Co-ordination of Support Provision
The University has a specialist unit, Disability ASSIST2 Services (DAS), which has
responsibility for assessment, guidance and co-ordination of support provision for
disabled students in connection with general study requirements and assessment.
Students may declare a disability during the admissions process, or a disability may
be diagnosed at some other time. Disabled students who consider they will require
reasonable adjustments to enable them to study and undertake assessments should
make an appointment with Disability ASSIST Services either prior to the
commencement of the academic year, or as soon as possible thereafter, and should
provide supporting evidence of their condition, e.g. hospital/doctor’s letter, report
from an educational psychologist or dyslexia assessor. Staff with specialist skills
from the unit will:

Assess the appropriate provision for individual students in relation to the course
assessment modes.
Give guidance to the University as to the appropriate provision for individual
students.
Jointly approve with the academic department, where necessary, the methods of
assessment to be used and possible alternatives to be considered.
Forward the “Teaching and Learning Document” (TLD) to the Faculty Business
Manager (or nominee) and, where there are formal written examinations, to the
Registry. The Faculty Business Manager (or nominee) will be responsible for
informing staff, such as Module Leaders, of the provision and for liaising with
them, the student, Disability ASSIST Services, Registry and other members of
staff as necessary to ensure students receive the approved provision for formal
examinations and in-class assessments or tests.
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Students who have support in place but require a review of their provision should
contact Disability ASSIST Services sufficiently early in the academic year to permit
reassessment and the revised TLD to be forwarded to the Faculty Business Manager
(or nominee) and Registry in time to allow for revised support and provisions to be
put into place.
3.2
Adjustments for Disabled Students undertaking assessments
Reasonable adjustments will be agreed for each individual disabled student to enable
them to study and undertake standard assessments, and will be recorded on the
Teaching and Learning Document.
The form of assessment to be undertaken by disabled students needs to be
carefully considered in order that the students are not disadvantaged.
2
ASSIST - Assessment Study Support, Inclusive Strategies and Training
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Assessment Principle 4 of the Assessment Policy specifies that:
be inclusive and equitable’. The policy explains:
‘Assessment will
‘Inclusive and equitable assessment will ensure that tasks and procedures do
not disadvantage any group or individual. Assessment should be free from
discrimination and the University has a duty to make sure that all students are
appropriately supported.’
Moreover, Insight 5 specifies that the:
‘assessment strategy should reflect the requirements of the Disability
Discrimination Act 2005, to reduce discriminatory barriers and provide equality
of opportunity.’
As programmes and modules are planned and reviewed, it is anticipated that an
increasingly common approach will be for Module Leaders to use inclusive
assessments, i.e. allow for a range of assessment methods within a module. There
is more than one way of testing whether learning outcomes are achieved, and
allowing ALL students to select the mode of assessment which best suits them
allows them to demonstrate their true ability. Faculties are now required, when
approving new programmes, to ‘consider the range of diverse learners and the
removal of barriers to equality of opportunity, as defined by legislation with particular
regard to disability, race and gender’ 3.
Alternatively, a range of alternative assessments may have been approved in
advance for use within particular modules should there be students who may require
the exceptional use of an alternative assessment. (Insight 7 of the Assessment
Policy: Range of Assessment Methods – is a useful resource for academic staff from
which to identify the alternative methods for assessing learning outcomes).
If neither inclusive assessments nor alternative assessments have been approved,
disabled students may need to be considered for Modified Assessment Provision
(MAPs).
3.3
Modified Assessment Provision (MAPs) for Formal Examinations for
Disabled Students
MAPs can include:
Additional Time Allowance/Breaks
 Extra time allowance 10mph 20mph 30mph
 Supervised Timed Break of 5mph 10mph 15mph
 Walk About.
Question & Answer Papers
 Large Print Question Papers size 14 16 18
 Large Print Answer Script size14 16 18
3
A4 A3
A4 A3
See “Approval of a New Programme” , Quality Assurance Handbook
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Coloured Question Papers Cream Blue Green Pink
Taped Questions plus Own Room
Taped Answers plus Own Room
Braille Question papers
Questions on disk (will need PC with text to speech software)
Computing
 Word Processor (WP)
 WP and screen magnification software ZoomText (to be supplied by DAS)
 WP and Text to Speech software Read & Write ClaroRead (to be supplied DAS)
Accommodation
 Smaller room
 Smaller room less than 10 /25
 Own Room
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Reader plus Own Room
Scribe plus Own Room
Scribe and spellchecker (to be supplied by exams office)
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Seat at front.
Seat at back.
Seat away from direct sunlight.
Seat near window
Seat Close to Exit
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No posters on wall
Easy Access for Wheelchairs
Near to bathroom facilities
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Desk raisers for wheelchair
Braille Companion Device (to be supplied by student)
Equipment
 Chair Office (to be supplied by DAS)
 Chair Adjustable (to be supplied by DAS student)
 Ergonomic Equipment (to be supplied by student).
 Lighting - Lamp (to be supplied by DAS student)
 Writing Board (to be supplied by Exams office)
 Spellchecker (to be supplied by Exams office)
Information for invigilators
 Epilepsy Info Sheet.
 Diabetes Awareness
 Will need to give written Verbal Instructions.
 Positive communication – SENDA Audit Tool
Other
 Transport to Venue (DAS)
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Arrangements for modifications to formal examinations are the responsibility of the
Registry which will ensure that individual timetables are prepared for all students.
The Registry will ensure that a Senior Invigilator’s Report Form, commenting for
example on any disability related issues, is completed for all venues in which
students have received MAPs.
It is the responsibility of disabled students where MAPS for Formal
Examinations have been agreed to

ensure that they have been in contact with Disability ASSIST Services to identify
and discuss the requirements for MAPs as early as possible in the academic
year, whether this is for an initial interview or a review of their provisions. This
should be sufficiently early in the academic year to permit diagnosis/assessment
and information to be provided to the Registry for the formal examinations (the
summer series of examinations commences late April, but for some courses with
non-standard start dates there will be examinations at other times of the
academic year.)

notify the Registry (by email to: examinations.scheduling@plymouth.ac.uk) by
the date requested by that office, if they do not wish arrangements put in place in
whole or in part (e.g. the use of a computer may not be required for examinations
of a quantitative content) or wish to raise any other issues regarding the
provisions to be made.

ensure that they adhere to the final individual arrangements notified to them by
email – students who have not notified the Registry in advance, and report to the
main examination venue will be required to return to their ‘designated venue’ as
specified to them by email.
3.4
Modified Assessment Provision (MAPs) for In-Class Assessment or
Tests for Disabled Students
Module Leaders have responsibility for the MAPs arrangements for In-Class
Assessments/Tests. Assistance with arrangements may be requested from the
Registry, but module leaders will need to apply using the appropriate form obtainable
from their Faculty Registrar at least 6 weeks in advance of the date of the in-class
test.
If such assistance is not available/agreed, the Module Leader will have
responsibility for all arrangements.
The Module Leader and disabled student should discuss the format of the in-class
assessment/test and MAPs should be agreed where necessary.
NOTE 1
MAPs, as identified above, should be taken into account for all in-class tests, but it
may be that what is required for a 2 or 3 hour formal written examination would not
be needed for a half-hour in class test. For instance, a student may require the use
of a computer for a 2 or 3 hour formal written examination because of writing
difficulties, but would not necessarily need this arrangement for a 40 minute multiple
choice test or short answer paper.
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NOTE 2
It would be good practice for the Module Leader to ensure that the timing/durations
of all in-class tests are such as to permit the longest additional time allowances for
students assessed as in need (i.e. in a 1 hour slot, the test should be no more than
40 minutes) in order to accommodate the majority of time extensions. The Module
Leader should ensure that a report is made to the Award Assessment Board
regarding any discomfort or distress suffered by a disabled student during an in-class
test.
NOTE 3
MAPs should be made in a sensitive way which gives due regard for the self-respect
and dignity of the student
Should the Module Leader and student disagree on the MAPs to be made, then the
matter must be referred to the Head of Department/School responsible for the
module.
Any student who does not receive the agreed MAPs has the right to use the
extenuating circumstances procedure. The circumstances will be deemed valid and
reported to the Award Assessment Board. (See Regulations on Late Coursework
and Extenuating Circumstances)
4.
Students with Temporary Injuries and Conditions (see flow
chart, Appendix A)
4.1
Notification of Temporary Injuries and Conditions to a University Faculty
Students who have temporary injuries and conditions should obtain a letter from a
General Practitioner confirming the nature and expected duration of the condition and
commenting on their fitness to attend classes and the nature of the support needed
to enable them to continue to study and undertake assessments and forward this to
their Faculty Registrar (via the Faculty or Student Support Office).
The Faculty Registrar will forward the information to relevant academic staff and will
liaise with the student regarding any action required, e.g. extenuating circumstances,
suspension of study on medical grounds. In addition, if applicable, the student will be
referred to:

The Occupational Health Clinical Nurse Practitioner if temporary MAPs are
required for examinations

Student Funding Unit, if assistance is required with normal study, e.g. helper
support with taking notes in lectures, in order to determine whether any funds
might be available via the Access to Learning Fund (ALF – means tested). If
the student is able to personally fund helper support, or is allocated funds
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through the ALF, the student will be requested to contact Disability Assist to
organise helper support.

Library, for special services support
4.2
Modified Assessment Provision (MAPs) for Formal Examinations for
Temporary Injuries and Conditions
The Occupational Health Clinical Nurse Practitioner is responsible for agreeing any
special examination provision, which can include:
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10/2030 minutes extra time per hour
single room
small group room
Amnanuensis – scribe/typist
Taped questions/answers
Computer
Other
Bathroom breaks as necessary (up to 10/20 minutes per hour
Medication/pain relief break (…….) up to 10/20 minutes per hour
Accessible venue – no stairs
Minimal stairs
Lift
Wheelchair access
Easy access to bathroom facilities
Accessible bathroom facilities
Arrangements for formal examination provision are the responsibility of the Registry
which will ensure that individual timetables are prepared for all students. The
Registry will ensure that a Senior Invigilator’s Report Form, commenting for example
on any discomfort/distress, is completed for all venues in which students have
received modified provisions.
It is the responsibility of students with temporary injuries or conditions where
MAPS for Formal Examinations have been agreed to

ensure that they have been in contact with the Faculty Registrar and
Occupational Health Nurse (if required) to identify and discuss the requirements
for MAPs as early as possible in the academic year, although it is recognised that
arrangements will need to be made for injuries which may occur just prior to
formal examinations.

notify the Registry (by email to: examinations.scheduling@plymouth.ac.uk) by
the date requested by that office, if they do not wish arrangements put in place in
whole or in part (e.g. the use of a computer may not be required for examinations
of a quantitative content) or wish to raise any other issues regarding the
provisions to be made.
312 Plymouth University Academic Regulations and Notes for Guidance – Taught Programmes (2011/12 Edition v.1)

ensure that they adhere to the final individual arrangements notified to them by
email – students who have not notified the Registry in advance, and report to the
main examination venue will be required to return to their ‘designated venue’ as
specified to them by email.
4.3
Modified Assessment Provision (MAPs) for In-Class Assessment or
Tests for Students with Temporary Injuries or Conditions
Module Leaders have responsibility for the arrangements for In-Class
Assessments/Tests. Assistance with arrangements may be requested from the
Registry, but module leaders will need to apply using the appropriate form obtainable
from their Faculty Registrar at least 6 weeks in advance of the date of the in-class
test.
If such assistance is not available/agreed, the Module Leader will have
responsibility for making all arrangements.
The Module Leader and student who has a temporary injury or condition should
discuss the format of the in-class assessment/tests and MAPs should be agreed
where necessary.
NOTE 1
MAPs, as identified above, should be taken into account for all in-class tests, but it
may be that what is required for a 2 or 3 hour formal written examination would not
be needed for a half-hour in class test. For instance, a student may require the use
of a computer for a 2 or 3 hour formal written examination because of writing
difficulties, but would not necessarily need this for a 40 minute multiple choice test or
short answer paper.
NOTE 2
It would be good practice for the Module Leader to ensure that the timing/durations
of all in-class tests are such as to permit the longest additional time allowances for
students assessed as in need (i.e. in a 1 hour slot, the test should be no more than
40 minutes) in order to accommodate the complete range of time extensions. The
Module Leader should also ensure that a report is made to the Award Assessment
Board regarding any discomfort or distress suffered by a student with a temporary
acute condition during an in-class test.
Should the Module Leader and student disagree on the arrangements to be made,
then the matter must be referred to the Head of Department/School responsible for
the module.
Any student who does not receive the agreed MAPs has the right to use the
extenuating circumstances procedure. The circumstances will be deemed valid and
reported to the Award Assessment Board. (See Regulations on Late Coursework
and Extenuating Circumstances)
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Appendix A
Procedural notes for students with temporary injuries/conditions
Student obtains GP letter confirming:
 Nature and likely duration of injury
 Fitness to attend classes
 Nature of minimal support to continue study
Student makes letter available to the Faculty Registrar (via
the Faculty Office)
Faculty Registrar:
 Cascades information to relevant academic staff
 Liaises with student regarding any action required e.g. extenuating
circumstances, suspension of study on medical grounds
If applicable, refers student to:
 Occupational Health Nurse, where temporary exam provision is
needed
 Student Funding Unit to apply for Access to Learning Fund (ALF)
– see Note 1 *
 Library for special services support
If injury lasts longer than originally foreseen
Student notifies Faculty Registrar and student approaches GP for
additional documentation
* Note 1
Where lack of minimal support will prevent student progress, funding may be possible from:
Access to Learning Fund (ALF)
(depending on availability of funds at the time and student’s personal financial circumstances)
Funding may provide: note taker, enabler (to carry books), taxis. If funding is secured, or student
can self finance, Disability ASSIST can arrange for helper support.
314 Plymouth University Academic Regulations and Notes for Guidance – Taught Programmes (2011/12 Edition v.1)