Health Sciences : Process Document
Support for students who have declared a
recognised disability including Specific
Learning Difficulties (SpLD).
In order to aid navigation and provide clarity this document has been divided into two sections.
The first of these relates to support for students with a disability in general terms. The second
section focusses on Specific Learning Difficulties (SpLD) such as dyslexia and dyspraxia. These are
themselves classified as a disability however the mechanisms of support are subtly different
requiring additional information and a different set of flow charts. The flow charts and appendices
are designed to provide specific guidance relating to different stages of the student journey.
Policy status:
Process Document
Originated by:
Michelle Cowen
Date of Approval
8th December 2010
Updated
18th February 2013
Policy Effective from (date)
14th March 2013
Date for review
Summer 2014
Contents:
Page
Section 1 : Support for students who have declared a recognised disability
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2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Background
Discrimination
Disability and Fitness for Practice
Notification of support available
Disclosure
Support for students who declare a disability whilst on programme
Transfer of student to a different Academic Tutor
Consent to share personal data
Disability and Health related adjustments database
Reasonable adjustments
Adjustments in clinical practice
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Section 1 Appendices
1. Flow chart: Admissions process for students who have declared a disability
on their application form.
2. Flow chart: Managing disability and health related adjustments for campus based
learning and practice.
3. Flow chart: Support for students who declare a disability whilst on programme.
4. Sample letters notifying practice partners of required adjustments when no risk
assessment is required.
5. Sample letters notifying practice partners of required adjustments when a risk
assessment is required.
6. Risk Assessments for students with a disability or health related condition.
7. Use of alternative assessment formats for students with a recognised disability
8. Types of discrimination
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Section 2 : Support for students who have declared a Specific Learning Difficulty (SpLD)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Background
Disclosure
Identification of a SpLD
Sharing of personal data
Notification of support available
Transfer of student to a different Academic Tutor
Dyslexia database
Reasonable adjustments
Inclusive teaching practices
Adjustments in clinical practice
Inclusive assessments
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Section 2 Appendices
1. Flow chart: Support for students who have declared a Specific Learning Difficulty (SpLD)
prior to admission.
2. Flow chart: Support for students with a SpLD who have registered with Enabling Services
3. Flow chart: Support for students who suspect they might have a SpLD
4. Procedure for the use of a viva in addition to the written submission of an assignment
for students with a recognised SpLD
5. Use of alternative assessment formats for students with a recognised SpLD
6. Standard adjustments for students with a SpLD
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Section 1 : Support for students who have declared a recognised disability
1. Background
The Faculty of Health Sciences places considerable importance on matters relating to equality and diversity
and is committed to the on-going development and enhancement of a culture which promotes inclusivity
and the provision of equal opportunities for all healthcare students.
One group of students for whom this is particularly important are those who have a recognised disability.
These conditions are covered by the Equality Act (HMSO, 2010) and as such students are entitled to
reasonable adjustments to help them to overcome any difficulties caused by their condition.
In order to help them to reach their potential it is imperative that their individual needs are identified in a
timely manner and access to appropriate support is provided as early as possible on the programme. This
document aims to clarify the processes in place for students who have declared a disability.
2. Discrimination
The faculty is aware that it is unlawful to discriminate against a student with disability:





In refusing to accept or omit an application for admission or enrolment
In arranging the determinants of admission or enrolment without due consideration for the
disabled student
In the terms on which admission is offered
In permanent or temporary exclusion where reasonable adjustments have not been made
In the provision of student services provided by the faculty which are not accessible to the disabled
student. Student services’ includes services of any description which are provided for students and
include: teaching, examinations and assessments, practice experiences, learning facilities, careers
advice and training, job references and study skills sessions.
There are five types of unlawful disability discrimination which relate to FoHS education provision under
the terms of the Equality Act of 2010.
2.1
2.2
2.3
2.4
2.5
Direct discrimination - including discrimination based on perception or association.
Combined discrimination.
Indirect discrimination.
Discrimination arising from disability.
Failure to make reasonable adjustments (for disabled people).
Further details on these specific types of discrimination is contained within Appendix 8
3. Disability and Fitness for Practice
Selection for admission onto a healthcare programme within the Faculty implies selection for a healthcare
profession. Where candidates have a disability which may impinge on their fitness to practise in accordance
with the standards and guidelines laid down by the NMC or HCPC, the FoHS has a duty to satisfy itself that,
given reasonable adjustments, the candidate could practise safely as a healthcare practitioner in
accordance with these professional standards. The faculty follow a transparent process when considering
applications from students who have declared a disability (see appendix 1). The shortlisting and selection
process is the same for all students, however all offers made are conditional on clearance by Occupational
Health and the ability of the faculty and practice partners to be able to implement required adjustments.
4. Notification of support available
To ensure that all students are aware of the support available, both from the central University of
Southampton Student Services and within the Faculty of Health Sciences, information is provided in the
student handbook and via a specific link on the Blackboard site SOHS – Pre registration healthcare
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programmes. Contact details for the Faculty Lead for Inclusivity are provided and students are encouraged
to ask for further advice and information if required.
5. Disclosure
The faculty recognises that students may be reluctant to share personal sensitive information relating to a
disability. It therefore strives to create a culture where students feel empowered to do so, confident in the
knowledge that they will not be disadvantaged in any way. The FoHS prospectus highlights our
commitment to inclusivity and encourages students to declare relevant conditions in order that support
can be planned in advance to avoid unnecessary delays. This is reinforced on Open Days and Selection Days
where several slides have been inserted into the presentation reassuring students that this will not affect
their application but will enable us to meet their needs more effectively.
Whilst it is accepted that support cannot be put in place where the faculty is not aware that a student has a
disability, the legal position is that if one person in the organisation knows, the organisation is deemed to
know. It is therefore essential that when a student discloses a disability to their Academic / Personal Tutor
or Programme Lead that the Faculty Lead for Inclusivity is made aware. The student may not want or need
any adjustments but this must be documented on the disability and health adjustments database (see
section 9).
6. Support for students who declare a disability whilst on programme
On occasions students may not be willing to disclose a disability prior to admission, or are diagnosed with a
new condition whilst on programme. This potentially places the student at a disadvantage until their
support needs are identified and put in place. Appendix 3 details the process for managing situations where
the faculty becomes aware of a student with a disability after they have commenced a programme of
study.
Where possible the student will be maintained on programme and support put in place as quickly as
possible. However on occasions it may not be possible to provide necessary equipment/ access to specialist
support until funding is secured. In exceptional circumstances the student may be required to interrupt
their studies in order that they are not disadvantaged during an assessment process by support not being in
place.
Failure to disclose a disability which may significantly impact on their ability to practice may be considered
under the faculty Fitness to Practice Policy. It is acknowledged that students may not have the professional
insight to recognise this, it is therefore important that students are encouraged to discuss any potential
health / disability issues with a member of academic staff and that they in turn seek advice if unsure.
7. Transfer of student to a different Academic Tutor
In the event of a change to the Academic Tutor it is the responsibility of the outgoing academic tutor to
provide a handover to the incoming academic tutor to ensure that support is maintained.
8. Consent to share personal data
When students enrol on a programme of study at the beginning of each academic year of study they are
notified that the university may need to share personal data with other parties as necessary. In order to
complete the enrolment process they are required to consent to this happening by ticking agreement to
the following message: “The University is required to report information about student disabilities. Where
necessary this may be passed in confidence to academic and administrative staff and placement
supervisors.”
9. Disability and Health related adjustments database
All students who have declared a disability or who require short term health related adjustments are
recorded on the faculty database. Due to the sensitive nature of the material information is shared on a
strictly need to know basis only and details of the disability / health condition are not recorded. When
students are entered onto the database a copy of the entry will be sent to the student, their Academic
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Tutor and the relevant Programme Lead. The database records biographical data and details the Additional
Examination Requirements (AER’s) which have been agreed, along with campus based adjustments and
adjustments for practice (see also section 11). Where adjustments are required in clinical practice the
Placement Team will also be notified.
10. Reasonable adjustments
The Equality Act 2010 requires the university and our practice partners to provide students with
‘reasonable adjustments’ to ensure that those who are disabled are not placed at a “substantial
disadvantage” in comparison to those who are not disabled. It is important to note that this duty is
anticipatory and on-going and requires the faculty to consistently review adjustments made or which might
be made.
There is no defence in law for a failure to make a reasonable adjustment. It is the question of
‘reasonableness’ which alone determines whether the adjustment has to be made, if an adjustment is
considered a reasonable one, then it must be made. The Faculty Lead for Inclusivity is asked to consider all
proposed adjustments and will agree all of those which meet the criteria used to judge reasonableness.
Where suggested adjustments are more contentious, and/or there is the potential for them to be declined
a discussion will take place with appropriate staff and if necessary a case conference be convened.
Although the Equality Act requires implementation of reasonable adjustments there is no duty to make any
adjustment to a provision, criterion or practice of a kind which the Equality Act defines as a “competence
standard”. This is defined as “an academic, medical or other standard applied for the purposes of
determining whether a person has a particular level of competence or ability”. The use of a competence
standard can only be justified if:


it applies equally to both disabled and non-disabled students, and
its application is a proportionate means of achieving a legitimate aim.
Whilst the Equality Act does not require an academic institution to undermine its academic or other
prescribed standards, it will inevitably require institutions to consider whether any or all of the standards
applied are indispensable to achieving the academic or professional award identified in circumstances
where their application amounts to less favourable treatment for a reason relating to disability. In the
Faculty of Health Sciences this would include careful consideration of the fitness to practise and
competency criteria prescribed by the Nursing and Midwifery Council and Health Care Professions Council
which need to be met by all students prior to registration on the relevant parts of the register.
11. Adjustments in clinical practice
Under the Equality Act the FOHS has a responsibility to prepare the student with a disability and the
practice experience provider for the placement and ensure that the provision of necessary support is in
place in advance of the start of the experience. The NMC advises that all mentors, practice teachers and
teachers should receive disability equality training, whilst the HCPC suggest that HEI’s may wish to provide
specific training to practice providers. The FoHS works in partnership to prepare practice experiences for
students with disabilities and to prepare students to utilise the learning opportunities available to them.
This includes ensuring that practice and academic learning environments enable students to feel confident
that disclosure of their specific needs will not lead to discrimination.
Where adjustments are required in practice these will be identified in advance and the practice provider
notified (see appendix 4 and 5). If a risk assessment has been requested by Occupational Health this will
also be identified. Risk assessments are conducted by the placement provider and a copy should be sent to
relevant staff (see appendix 6).
Practice experience providers have the same duties towards disabled students as they do towards their
employees. When students are undertaking their practice experiences, they are regarded as honorary
employees and treated accordingly. Although this does not allow the HEI to abrogate responsibility for
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communicating with the practice experience provider beforehand in relation to putting all requisite support
in place for the student, it cannot be held responsible for any failure by them to ensure that the support is
implemented.
Practice experience providers are expected to meet reasonable costs incurred in providing reasonable
adjustments for example provision of Dermol 500 hand wash, or nitril gloves as required. Where students
require specialised equipment such as an enhanced stethoscope for a student with a hearing impairment
this is likely to be provided through the Disabled Student Allowance.
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Key
Blue : Admissions team / admissions tutor
Green : Enabling Services / OH
Yellow : Faculty Lead for Inclusivity
Orange : Practice partners
Appendix 1 : Admissions Process for students who have declared a disability on their application form
Admissions team short-list
applicants
Applicant judged not
suitable – application
rejected
Applicant judged suitable
For professions where an interview is part of
the selection process the candidate is called
for interview (standard letter asks candidate
to advise us of any specific arrangements
needed for the interview)
Applicant not suitable at
interview - rejected
Where complex adjustments are required Faculty Lead for Inclusivity
discusses required adjustments to programme with relevant Director
of Programmes prior to referring case to Admissions Panel for
consideration3
Adjustments for both campus based learning and
practice viewed as ‘reasonable’ by panel – offer
formalised
Adjustments viewed as
not reasonable - reject
Applicant judged suitable - conditional offer
made. All offers are subject to clearance by
Occupational Health (OH) on / prior to
admission.
Letter sent to every student with their offer
letter encouraging them to disclose any
disability as early as possible to facilitate
planning of support.
If necessary OH and / or Enabling will be asked to
review the students’ needs PRIOR to admission.
Admissions team notifies Faculty Lead for
Inclusivity (FLI) of any student offered a place
who has declared a disability and the nature of
that disability.
Where the student is likely to only require
minimal adjustments for both campus based
learning and practice, the offer is formalised but
still subject to OH clearance following
admission1.
Where the nature of the disability suggests that
more adjustments may be required the student
may be contacted by FLI to discuss the support
which they might require whilst on programme.
Admissions tutor and Faculty Lead for Inclusivity
receive report from OH and / or Enabling
Services.
Required adjustments discussed by Programme
Lead, Faculty Lead for Practice / Placement Lead
(AHP) and Faculty Lead for Inclusivity.
Informal discussion may take place with
practice partners.
Where adjustments are still considered to be
minimal for both campus based learning and
practice offer formalised2
Notes
1.
2.
3.
The University have a legal obligation to provide reasonable adjustments. Where adjustments are considered minimal they will be agreed automatically examples include use of alternative soap for hand washing, use of an
enhanced stethoscope, minor adjustments to shift patterns. No consultation will take place as failure to agree such adjustments would be in breach of the Equality Act.
Even when students have potentially complex needs the actual adjustments required may be minimal. Informal discussion may take place with practice partners but this will not always be necessary.
Admission panel consists of representatives at Director of Nursing level from practice partners
Blue : Student Office
Green : Enabling Services / OH
Yellow : Faculty Lead for Inclusivity (FLI)
Orange : Practice partners
Pink : Student
Appendix 2: Managing disability and health related adjustments for campus based learning and practice.
Enabling Services or Occupational Health (OH) notify
the FoHS Student Office of the students’ needs by
email / fax / post
Student office access relevant shared
resources folder on j drive and print off two
copies of the report or photocopy letter
from Occupational Health
Student Office enter the student
onto the Disabilities / Health
adjustments database recording
biographical data.
One copy of report / letter
filed in students file (AT, PL
and PALL (AHP) access
report in file as required)
One copy of report / letter forwarded to the
Faculty Lead for Inclusivity
Faculty Lead for Inclusivity reviews proposed adjustments and where necessary in negotiation
with Enabling / OH and the relevant Programme Lead / PALL adds any specific practice related
adjustments which have not been identified.
Agreed adjustments entered onto the disability / health adjustments database by FLI.
Copy of the database entry sent to relevant Programme Lead, Academic / Personal Tutor and
PALL (AHP only) NB Full report available in student file.
Where students have more complex needs the Faculty
Lead for Inclusivity will convene a case conference in
accordance with the “Support for students who declare a
disability whilst on programme” process document.
Practice partners involved in
decision making as to whether
required adjustments can be met in
practice settings
Letter for practice detailing agreed adjustments3 and
whether a risk assessment is required generated by
secretaries and forwarded to Placement Team.
required.
Faculty Lead for Inclusivity writes to the student with a list of agreed
adjustments and asks them to return a signed copy which confirms that :
–
they feel that the adjustments cover all of their perceived needs at that
time1
–
they recognise that it is their responsibility to alert the Faculty Lead for
Inclusivity if adjustments are not being put in place or need to be
reviewed
–
that they understand that the adjustments will be shared with relevant
staff including practice partners (where adjustments have been
requested by Occupational Health will be asked to sign Release of
Sensitive Data form2 )
–
Where no adjustments are felt to be required (by OH / Enabling) this
will be recorded on the database and the student asked to contact the
Faculty Lead for Inclusivity if the situation changes.
Placement team send letter out to designated contacts within the placement area prior to each
placement.
Where deemed necessary a risk assessment is undertaken by the placement provider with the
student, to identify potential risks and ensure that adjustments can be made. Copy of risk
assessment sent to Learning Environment Lead, PAC/ PALL and Faculty Lead for Inclusivity.
Student discusses required adjustments with mentor/ practice educator in advance of / or at
the beginning of each experience. Required adjustments documented in the Assessment of
Practice document.
Notes
1 If during their programme the student, their mentor or a member of FoHS staff feels that the adjustments are insufficient the student will be referred to the Faculty Lead for Inclusivity for an urgent review of their adjustments –
this may necessitate further assessment by Enabling / Occupational Health or Wessex Needs Assessment Unit. Once this is complete the original flow chart processes will be followed again.
2 Students sign a declaration agreeing that information related to a disability can be shared with relevant staff each year when they enrol. Students registering with Enabling Services part way through a year will be asked to sign a
declaration at that time.
3
Details of the student’s diagnosis are not shared with practice partners (unless required by the Health and Safety at Work Act, 1974) in which case the student will be made aware that this will happen eg Latex type 1 allergy.
Green : Enabling Services / OH
Yellow : Faculty Lead for Inclusivity
Orange : Practice partners
Pink : Student
Appendix 3 : Support for students who declare a disability whilst on programme
Whilst on course the student declares a disability
which they have previously chosen not to disclose.
Student advised to register
with Enabling Services.
Information shared with PL, Academic / Personal
Tutor and Faculty Lead for Inclusivity.
Student identified as not fit to study by
OH or Enabling
PL, Academic / Personal Tutor or Faculty Lead for Inclusivity request advice
from Occupational Health (OH) and /or Enabling Services relating to:
Fitness to study policy implemented



Concerns relating to Fitness to Practice
identified
Fitness to Practice policy implemented
Required adjustments
Fitness to study
Fitness to practice
This may form part of the investigation phase in relation to the Fitness to
Practice / Study policy.
Report from OH and/or Enabling considered by Faculty
Lead for Inclusivity in consultation with Programme Lead
if necessary. Required adjustments considered
reasonable.
Follow processes outlined in the Managing disability
and health related adjustments for campus based
learning and practice flowchart.’
Reports from OH / Enabling considered - complex needs
identified. Faculty Lead for Inclusivity convenes a case
conference with Programme Lead, Enabling Services /
OH and Faculty Lead for Practice or representative.
List of required adjustments
created all of which are
considered to be minor
List of required adjustments
agreed by admissions panel
as acceptable
List of required
adjustments created but
viewed as complex.
Requested adjustments
sent to representatives
from Admissions Panel
for consideration1.
Concerns relating to Fitness to Practice
identified
Fitness to Practice policy implemented
1: Admission panel consists of representatives at Director of Nursing level from practice partners
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Appendix 4
Sample letter sent to practice partners notifying them of required adjustments when no risk assessment
is required
Insert name of contact
Address
Date
Dear name of contact inserted
Re: Student Nurse Florence Nightingale
2020 intake; Bachelor of Nursing
Placement Date 06.06.21 - 19.08.21
Florence is due to commence practice experience on 6 June 2021 in your area and will require additional support to
enhance her potential to achieve the required skills and proficiencies in practice. The adjustments detailed below
constitute ‘reasonable adjustments’ under the Equality Act 2010 and must be implemented. If for some reason you
feel that it would not be possible to provide this support please contact Michelle Cowen, Faculty Lead for Inclusivity
on 023 8059 7854 or by email on mdc4@soton.ac.uk as soon as possible. Unless we hear from you at least 2 weeks
prior to the placement commencing we will assume that these recommendations are being followed.
Once these adjustments are in place Florence will be expected to achieve the same competencies as her peers. No
additional adjustments should be put in place without discussion. If you or Florence feel that the adjustments are not
sufficient please contact the faculty as a matter of urgency on the number above.
Florence has been advised that she should alert staff working with her of the required adjustments.
Adjustments
 No nights until blood sugar stabilises, ideally 3-4 nights in a row to establish routine, access to regular breaks.
Risk assessment
Florence is expected to be constantly aware of potential risk and has been advised that she should not engage in
activities which may expose herself or others to risk. A formal risk assessment is not required.
Should you have any concerns, please contact the Learning Environment Lead or Practice Academic Coordinator.
Yours sincerely
Laura Powell
Placement Assistant
cc:
Xxxxx - LEL
Xxxxxx - PAC
Xxxxxxx - Academic Tutor
Xxxxxxxx (student)
Appendix 5
Sample letter sent to practice partners notifying them of required adjustments when a risk assessment is
required
Dear name of contact inserted
Re: Student Nurse Florence Nightingale
2020 intake; Bachelor of Nursing
Placement Date 06.06.21 - 19.08.21
Florence is due to commence practice experience on 6 June 2021 in your area and will require additional support to
enhance her potential to achieve the required skills and proficiencies in practice. The adjustments detailed below
constitute ‘reasonable adjustments’ under the Equality Act 2010 and must be implemented. If for some reason you
feel that it would not be possible to provide this support please contact Michelle Cowen, Faculty Lead for Inclusivity
on 023 8059 7854 or by email on mdc4@soton.ac.uk as soon as possible. Unless we hear from you at least 2 weeks
prior to the placement commencing we will assume that these recommendations are being followed.
Once these adjustments are in place Florence will be expected to achieve the same competencies as her peers. No
additional adjustments should be put in place without discussion. If you or Florence feel that the adjustments are not
sufficient please contact the faculty as a matter of urgency on the number above.
Florence has been advised that she should alert staff working with her of the required adjustments.
Adjustments
 No nights until blood sugar stabilises, ideally 3-4 nights in a row to establish routine, access to regular breaks.
Risk assessment
Florence is expected to be constantly aware of potential risk and has been advised that she should not engage in
activities which may expose herself or others to risk.
In addition a formal risk assessment is required. You should undertake a risk assessment with Florence using your
standard documentation. This should take place either prior to the start date or within the first few days of
placement. A copy should be retained by yourself and the student. In addition a copy must be sent to:
The Learning Environment Lead (LEL)
The Practice Academic Coordinator (PAC)
Faculty Lead for Inclusivity
-
Xxxxx
Xxxxxxx
Michelle Cowen
(or PALL for AHP students)
Should you have any concerns, please contact the Learning Environment Lead or Practice Academic Coordinator.
Yours sincerely
Laura Powell
Placement Assistant
cc:
Xxxxx - LEL
Xxxxxx - PAC
Xxxxxxx - Academic Tutor
Xxxxxxxx (student)
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Appendix 6
Risk Assessments for students with a disability or health related condition
Background
When students are referred to Occupational Health (OH) for consideration of a disability or health related
condition a report is subsequently received which details required adjustments and identifies if a risk
assessment is required. In the past there have been instances where no risk assessment had been
requested but the student has been perceived as being at risk by a member of staff. Furthermore there
have been occasions where a risk assessment has not been requested by OH and an incident has occurred.
One example of this is a student ‘collapsing’ in practice and it coming to light that this has occurred
previously. In the light of concerns from practice partners that they were not being notified of potential
risks a meeting was convened to discuss the use of risk assessments.
Participants
Dr Julia Smedley, Lead Consultant in Occupational Health. University Hospitals Southampton Foundation
Trust
Jean Piernicki, Senior Nurse Occupational Health, University Hospitals Southampton Foundation Trust.
Peter Fisk, Faculty Health, Safety and Sustainability Officer, Faculty of Health Sciences
Paula Libberton, Faculty Lead for Practice, Faculty of Health Sciences
Juliette Truman, Faculty Lead for Practice, Faculty of Health Sciences
Michelle Cowen, Faculty Lead for Inclusivity, Faculty of Health Sciences
Sue Faulds, Programme Lead Bachelor of Nursing, Faculty of Health Sciences
Sylvia Chapman, Placement Team Lead, Faculty of Health Sciences
Kathryn Earle, Enabling Services, University of Southampton
Jill Pallister, Practice Based Learning Manager, Portsmouth Hospitals Trust
Alison Trenerry, Learning Environment Lead, University Hospitals Southampton Foundation Trust
Principles of good practice
1. That confidential information should only be disclosed where absolutely necessary. In particular where
disclosure will not lead to any request for action then it is not necessary for people to be informed.
2. That we should not be medicalising conditions where the probability of risk is perceived as small. For
example an individual with well controlled epilepsy who has not had a fit in the last year should not be
considered as any higher risk than any other member of the public and does not require a risk
assessment.
3. That it is accepted that incidents may occur where the perceived risk did not warrant a risk assessment
and that the decision not to perform one was appropriate.
4. That each Trust will already have a generic risk assessment for each clinical area and that these should
be used to identify specific risks associated with that area for all students. Risks likely to be identified
include potential latex exposure, specific moving and handling risks for example bariatric patients, lone
working, remote locality, potential exposure to violence and aggression.
5. That individual student risk assessments will build on the generic version to highlight specific issues
related to that individual student.
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6. Individual student risk assessments will be considered when planning placement lines and lines
adjusted as necessary.
Actions
1.
2.
3.
4.
Occupational Health will clearly identify when a risk assessment is required.
Risk assessments will only be requested when absolutely necessary.
Generic risk assessments will be made available (or created) for each clinical area / cluster.
Where students are identified as requiring a risk assessment that these will be conducted by Trust staff
using their approved risk assessment documentation.
5. Copies of completed risk assessments will be forwarded to the relevant Learning Environment Lead,
Practice Academic Co-ordinator and Faculty Lead for Inclusivity within 48 hours of the placement
commencing.
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Appendix 7
Use of alternative assessment formats for students with a recognised disability including Specific
Learning Difficulty (SpLD)
The Faculty of Health Sciences recognises that students with a disability may require adjustments in
relation to the assessments that they undertake. The Faculty fulfils its 'anticipatory duty' under the Equality
Act (HMSO, 2010) by ensuring that all assessments are internally reviewed to assess their suitability and are
created and presented in an inclusive manner. This includes ensuring that assignments are dyslexia friendly.
In addition to this, the Act requires that individual students 'specific needs' are met. As a Faculty we
respond promptly and in a supportive manner to all requests for adjustments. These are reviewed on an
individual basis, in close consultation with central University services, and where these are judged as
'reasonable' the adjustments are agreed and implemented. The Faculty has a history of offering alternative
format assessments where appropriate.
The following guidelines have been drawn up in relation to the use of alternative assessment formats for
students with a recognised disability.
Identification of need
1. A request for an alternative assessment format can come from the student, a member of academic
staff or from appropriate Support Services including Enabling Services, Occupational Health or the
Student Union Advice and Information Centre (SUAIC).
2. All requests will be directed to the Faculty Lead for Inclusivity to consider in consultation with the
relevant Programme Lead.
3. Evidence that the student has a recognised disability will be sought unless this is already held by the
faculty for example in previous report from Enabling Services.
4. The Faculty Lead for Inclusivity will review any supporting evidence and where necessary in discussion
with relevant external experts identify what the student’s personal needs are.
Recommendations for an alternative format
5. The Faculty Lead for Inclusivity will prepare a case document outlining what the justification is for the
student requiring an alternative format and what format is being requested.
6. This case document will be presented to the relevant Programme Lead and External Examiner for
discussion and agreement. A copy will also be forwarded to the Assessment Officer and relevant Chair
of the Exam Board for information.
7. If necessary a request for a new assessment date will be considered by the Chair of the relevant Exam
Board. This will reflect any additional time which might be required by the student to prepare or for the
faculty to make arrangements.
8. The assessment team will notify the student of the date of the assessment (original or delayed) by
email at least 2 weeks prior to the agreed date.
Academic Standards
The following assessment principles should be observed when undertaking an alternative format
assessment.
9. There should be parity in the assessment process. The revised format should address all of the learning
outcomes covered by the original assessment and utilise the marking grid used for the original format.
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10. Academic rigour must be maintained. Records of the assessment process and where appropriate a
digital voice recording should be available for scrutiny by the Exam Board and External Examiner.
11. Where a viva is used as the alternative format it must be conducted under exam conditions and must
take place on the date / time agreed. If the student is unable to attend on the day they must apply for a
deferred date following the normal procedure and provide appropriate evidence.
12. A marking report will be prepared and signed by both examiners, before being submitted to the
assessment office. This will be filed in the students file.
13. The student will be notified of the outcome of the assessment in the normal way.
15
Appendix 8
Types of discrimination
Taken from the Equality Act 2010
2.1 Direct discrimination on the grounds of a protected characteristic
It is unlawful to discriminate against someone on the grounds of a protected characteristic. Protected
characteristics include age, disability, gender reassignment, race, religion or belief, sex, sexual orientation,
marriage and civil partnership1, pregnancy and maternity.
This means treating a person less favourably “on the grounds of” his/her disability – and applies to the
admission of students, access to facilities and all other aspects of treatment when studying including
teaching and learning, assessment and conferment of qualifications. Treatment of a disabled person which
amounts to direct discrimination under the Equality Act is unlawful and cannot be justified.
Education providers must refrain from making stereotypical assumptions about disabled applicants and
students, and fully consider their individual abilities and needs. In determining whether a person has been
treated less favourably in relation to a protected characteristic that person’s treatment must be compared
with that of an appropriate comparator – eg a non-disabled person or someone with other disabilities
whose relevant circumstances, including abilities, are either the same or not materially different from the
disabled person.
Associative discrimination - occurs when a student is treated less favourably because of their association
with another person who has a protected characteristic.
Discrimination by perception - direct discrimination also occurs when you treat a student less favourably
because you mistakenly think that they have a protected characteristic (other than pregnancy and
maternity).
2.2 Combined discrimination
This is a new type of discrimination introduced through the Equality Act where a person is treated less
favorably because of a combination of two relevant protected characteristics, for example a disability and
sexual orientation.
2.3 Indirect discrimination
Indirect discrimination occurs when an education provider applies a provision, criteria or practice in the
same way for all students or a particular student group, but this has the effect of putting students sharing a
protected characteristic at a particular disadvantage compared with students who do not share that
characteristic. One example of this would be the choice of a certain format of assessment or examination
which would potentially disadvantage a group of students with a disability. The Faculty of Health Sciences
has considered this carefully in the design and implementation of its curricula. All new modules and awards
are reviewed carefully to ensure that the faculty meets its anticipatory duty under the Equality Act. In
addition all exam papers are reviewed by the Faculty Lead for Inclusivity to confirm that the question
design and wording of questions does not inadvertently disadvantage any group of students or individual.
2.4 Discrimination arising from a disability.
A student is deemed disabled if he/she “has a physical or mental impairment which has a substantial and
long-term adverse effect on his/her ability to carry out normal day-to-day activities”. This covers most
physical impairments as well as hidden disabilities such as dyslexia, mental illness, learning difficulties,
1
Marriage and civil partnership do not apply to students as a protected characteristic .
16
epilepsy and diabetes. Also, since December 2005, people with HIV infection, cancer or multiple sclerosis
are deemed disabled with effect from the point of diagnosis (and no longer need to prove that the illness
has an adverse effect on their ability to carry out day to day activities).
Discrimination arising from a disability occurs when there is discrimination against a disabled person by
treating him/her less favourably for a reason relating to his/her disability. Such treatment will be
discrimination unless it can be demonstrated that the less favourable treatment of a disabled student is
justified, after taking into account the duty to make reasonable adjustments to assist the student.
There are only two circumstances when less favourable treatment for a reason related to a person’s
disability can be justified:


When the reason for the treatment is both material to the circumstances of the particular case and
substantial, or
When it as result of the application of the competence standard. (see section 10)
17
Section 2 : Support for students who have declared a Specific Learning Difficulty
(SpLD)
1. Background
The Faculty of Health Sciences places considerable importance on matters relating to equality and diversity
and is committed to the on-going development and enhancement of a culture which promotes inclusivity
and the provision of equal opportunities for all healthcare students.
One group of students for whom this is particularly important are those who have a Specific Learning
Difficulty (SpLD) such as dyslexia or dyspraxia. These conditions are normally recognised as a disability
under the Equality Act (HMSO, 2010) and as such students are entitled to reasonable adjustments to help
them to overcome any difficulties caused by their condition. In order to help them to reach their potential
it is imperative that their individual needs are identified in a timely manner and access to appropriate
support is provided as early as possible on the programme. This document aims to clarify the processes in
place for students who have declared a SpLD. However the faculty recognises that a significant number of
students are diagnosed with a SpLD whilst on programme and appendix 3 describes the process for those
who suspect that they may have a SpLD but have not been formally diagnosed.
2. Disclosure
The Faculty recognises that students may be reluctant to share personal sensitive information relating to a
disability, including a SpLD. It therefore strives to create a culture where students feel empowered to do so,
confident in the knowledge that they will not be disadvantaged in any way. The FoHS prospectus highlights
our commitment to inclusivity and encourages students to declare relevant conditions in order that support
can be planned in advance to avoid unnecessary delays. This is reinforced on Open Days and Selection Days
where several slides have been inserted into the presentation reassuring students that this will not affect
their application but will enable us to meet their needs more effectively.
3. Identification of a SpLD
The Faculty of Health Sciences recognise the importance of early identification of students with a previously
undiagnosed SpLD in order that access to appropriate support can be provided in a timely manner. The
identification of a condition such as dyslexia, even when anticipated, has a life changing effect on any
student and the faculty recognise that students may be reluctant to request an assessment. It therefore
strives to create a culture where students feel empowered to seek an assessment confident in the
knowledge that they will not be disadvantaged in any way. Enabling Services operate a self-referral system
but students can seek advice from the Faculty Lead for Inclusivity if they wish when deciding whether to
request a screening. The potential benefits, in terms of targeted and appropriate support are explained to
students who ask for more information along with the process of obtaining a diagnosis.
4. Sharing of personal data
When students enrol on a programme of study at the beginning of each academic year of study they are
notified that the university may need to share personal data with other parties as necessary. In order to
complete the enrolment process they are required to consent to this happening by ticking agreement to
the following message: “The University is required to report information about student disabilities. Where
necessary this may be passed in confidence to academic and administrative staff and placement
supervisors.”
5. Notification of support available
To ensure that all students are aware of the support available, both from the central University of
Southampton Student Services and within the Faculty, information is provided in the student handbook and
via a specific link on the Blackboard site SOHS – Pre registration healthcare programmes. Contact details for
18
the Faculty Lead for Inclusivity are provided and students are encouraged to ask for further advice and
information if required.
6. Transfer of student to a different Academic Tutor
In the event of a change to the Academic Tutor it is the responsibility of the outgoing academic tutor to
provide a handover to the incoming academic tutor to ensure that support is maintained.
7. Dyslexia Database
All students who have declared a SpLD and who have registered with Enabling Services are recorded on the
faculty database which is split into two sections. The first of these contains students who are on a
programme of study leading to initial registration / qualification. The second section lists students on
Learning Beyond Registration (LBR), Post Graduate Taught and Post Graduate Research Programmes of
study. The university require all staff who are involved in the students programme to be made aware of
the students’ needs. In order to achieve this, section 1 of the database is circulated electronically to all
academic staff at the beginning of September, November, February and May each year. This enables staff
teaching on a particular programme to make themselves aware of students within the group who have
declared a SpLD (see section 9). The database records biographical data and details the Additional
Examination Requirements (AER’s) which have been agreed, along with campus based adjustments and
adjustments for practice (see section 10). Embedded within the database is a copy of the students report
from Enabling Services to facilitate ease of access by academic staff. Academic staff are encouraged to
review the report for students for whom they act as academic / personal tutor.
In order to maintain confidentiality relating to students undertaking Learning Beyond Registration (LBR),
Post Graduate Taught and Post Graduate Research Programmes of study, many of whom are staff, section
2 of the database is not circulated to all staff in the same way. Relevant Programme / Module Leads are
notified of students undertaking their Programme / Module and are asked to disseminate the information
to relevant colleagues.
8. Reasonable adjustments
Specific Learning Difficulties (SpLD) count as a disability under the terms of the Equality Act 2010 and
students are therefore entitled to ‘reasonable adjustments’. However the requirement to demonstrate
professional competence may mean that some suggested adjustments may not be possible to
accommodate within the students programme. All requests for adjustments are directed to the Faculty
Lead for Inclusivity and where appropriate a case conference is convened before a decision is made. Once
adjustments are in place the student will be required to reach the same academic / professional standard
as their peers. Appendix 6 details ‘standard adjustments’ which are strategies designed to support students
with a SpLD in relation to Additional Examination Requirements (AER’s) and campus based learning.
9. Inclusive teaching practices
Due to the large number of students undertaking pre-registration programmes within the FoHS, and a
similarly large number of lecturers delivering individual lectures, seminars and clinical skills sessions, it is
not possible for academic staff to be personally aware of every student within the audience who has a
SpLD. The faculty therefore strives to facilitate all learning in an inclusive manner which meets the needs of
all students. Staff development sessions are provided and a range of guided study materials relating to
inclusive teaching and learning practices is being developed.
10. Adjustments in clinical practice
The nature of Specific Learning Difficulties (SpLD) means that the way in which the individual is affected is
unique to them. There are a range of difficulties which students commonly experience, however every
student will have a unique profile which changes as they develop strategies and encounter new challenges.
The booklet ‘Supporting dyslexic students on practice placements’ therefore provides suggestions for
19
practice based adjustments, all of which would be considered reasonable. This allows the student to
identify the areas which they find challenging and identify possible strategies to help them overcome their
personal difficulties. Practice based adjustments are recorded on the database as ‘standard’ meaning that
the student would use the booklet to identify the adjustments they need in consultation with their mentor
/ practice assessor. Where students or the mentor / practice assessor require additional support they are
encouraged to contact the Faculty Lead for Inclusivity. Advice can then be provided by telephone or email
with the potential of a practice visit where necessary.
11. Inclusive assessments
The Faculty of Health Sciences recognises that students with a disability may require adjustments in
relation to the assessments that they undertake. The Faculty fulfils its 'anticipatory duty' under the Equality
Act (HMSO, 2010) by ensuring that all assessments are internally reviewed to assess their suitability and are
created and presented in an inclusive manner. All examination papers are reviewed by the Faculty Lead for
Inclusivity to ensure that question design / wording do not disadvantage students with dyslexia. Guidelines
are currently under development to assist academic staff when creating Computer Assisted Assessments
(CAA) including multiple choice / multi response formats.
20
Appendix 1 : Flow chart : Support for students who have declared a Specific Learning Difficulty (SpLD) prior
to admission.
Admission teams will identify all students who
have formally accepted an offer for a preregistration programme of study OR are
undertaking a LBR module / programme who
have declared a SpLD on their UCAS / faculty
application form.
Pre-registration Admissions team notify Faculty
Lead for Inclusivity of new admissions who have
declared a Specific Learning Difficulty (SpLD) one
month prior to the programme or module
commencing.
LBR Admissions team record students who have
declared a disability on the module register. Copies
of all registers are sent to Faculty Lead for
Inclusivity prior to the module commencing.
Admissions teams send students who have declared a
SpLD the standard pre-admission letter from the
Faculty Lead for Inclusivity advising them of the
support available and asking them to register with
Enabling Services as soon as possible on admission. .
When students enrol on their programme of
study they will be asked if they have any
disabilities. If they tick this box they will see a
message from Enabling informing them of the
need to register.
Students attend an initial interview with
Enabling Services where the Specialist Dyslexia
Practitioner reviews their Educational
Psychologist / Specialist Practitioner report and
identifies the level of support required.
Where a student has provided a report which is
too old or insufficient for HE purposes Enabling
Services will arrange an up-to-date assessment
– this will delay notification of the support
required by the student to the faculty, however
the student will still be able to access support
from Enabling Services whilst they are awaiting
an updated assessment
Enabling Services notify the FoHS via the faculty
email address that the student has registered
with them.
A copy of the confidential memo which
summarises the students strengths and
weaknesses, makes recommendations for
support within the faculty, gives information
about support offered by Enabling Services and
gives details of the recommended AER, is
saved on the j drive and made accessible to the
faculty.
Support for the student then follows the
existing faculty processes related to support for
students with a SpLD.
Blue = FoHS Student Services
Pink = Enabling Services : Dyslexia Support Team
21
Pink = Enabling Services (ES)
Blue : FoHS Student Services Team
Appendix 2: Flow chart: Support for students with a SpLD who have registered with Enabling Services
Where a student has provided a report which is
too old or insufficient for HE purposes Enabling
Services will arrange an up-to-date assessment
– this will delay notification of the support
required by the student.
Green = Faculty Lead for Inclusivity
Students attend an initial interview with Enabling Services where the
Specialist Dyslexia Practitioner reviews their Educational Psychologist /
Specialist Practitioner report and identifies the level of support required.
Student encouraged to apply for Disabled Student
Allowance (DSA) and referred to Wessex Needs Assessment
Centre.
Enabling Services notify the FoHS via the faculty email address that the
student has registered with them and provide access to the confidential
memo.
DSA application submitted to relevant funding body.
Examination adjustments (AER’s) are recorded on Banner.
Personal equipment ordered when funding approved. In the
meantime students can assess Dyslexia Support for tutorials
and use equipment in the Assistive Technology Suite.
Student records team enter the
student onto the Dyslexia Database
recording:









Profession
Report received
Student number
Surname
Forename
Cohort
Programme
Learning Group
Academic Tutor
If AER’s are in excess of the standard extra time /
AER room Enabling Services will discuss the
students requirements with the Faculty Lead for
Inclusivity who will approve them or justify why
they are not acceptable. (Where necessary this
decision is made in consultation with the
relevant DoP / Programme Lead)
Student records team receive notification and access the ES memo. One
copy of the memo is placed in the student file and one copy forwarded to
the Faculty Lead for Inclusivity. An electronic version is embedded within
database.
Faculty Lead for Inclusivity reviews the ES memo and enters details of
adjustments required for theory / practice on database.
Section 1 of the database sent to all academic staff beg Sept, Nov, Feb &
May. Section 2 shared with relevant module / programme lead
E mail sent to Academic
Tutor and Programme Lead
with copy of report attached
Letter detailing practice
adjustments generated
by secretaries and
forwarded to Placement
Team
Where the memo indicates significant areas of
concern Faculty Lead for Inclusivity to request full
report from Enabling Services.
E mail sent to student by Faculty Lead
for Inclusivity explaining support
available in relation to theory and
practice. Students requested to notify
Faculty Lead immediately if adjustments
not being implemented
Full diagnostic report
reviewed and case
conference set up if
required
Appendix 3 : Support for students who suspect that they have a Specific Learning Difficulty (SpLD)
Whilst on course the student refers themself to Enabling Services for a
screening assessment.
Specialist Dyslexia Practitioner carries out an initial screening assessment.
* At certain times of the year there may be a
delay between the screening and full assessment
due to high demand. If the student has
assignments / examinations due please contact
Screening indicates need
for further assessment
Initial screening does not indicate
evidence of a SpLD
the Faculty Lead for Inclusivity for advice.
Enabling Services arrange a full diagnostic assessment*
– the student is advised that they will be asked to pay
part of the cost
SpLD identified
SpLD not identified
Study skills deficit identified – Dyslexia Support refer
student to the Independent Learning Advisors or to
Disability Practitioner for further advice
Copy of referral sent to Academic Tutor
Follow processes outlined in the Process Document
‘Support for Students who have declared a Specific
Learning Difficulty’
Appendix 4
Procedure for the use of a viva as an alternative assessment format for students who have
declared a Specific Learning Difficulty (SpLD)
The Faculty of Health Sciences recognises that students with a disability may require adjustments in
relation to the assessments that they undertake. The Faculty fulfils its 'anticipatory duty' under the Equality
Act (HMSO, 2010) by ensuring that all assessments are internally reviewed to assess their suitability and are
created and presented in an inclusive manner. This includes ensuring that assignments are dyslexia friendly.
In addition to this, the Act requires that individual students 'specific needs' are met. As a Faculty we
respond promptly and in a supportive manner to all requests for adjustments. These are reviewed on an
individual basis, in close consultation with central University services, and where these are judged as
'reasonable' the adjustments are agreed and implemented. The Faculty has a history of offering alternative
format assessments where appropriate.
The following guidelines have been drawn up in relation to the use of a viva as a supplementary assessment
alongside a written submission.
Procedure
Following discussion of each individual case with the relevant Programme Lead and External Examiner the
following procedure will be followed:
1. If necessary a request for a new submission date will be considered by the relevant FoHS exam board.
This will reflect any additional time which might be required by the student prior to submission of the
written work2.
2. The student will be notified of the date of submission (original or delayed) and of a date for the viva.
This would normally be one month following submission to allow for marking / moderation processes.
3. The student will submit the assignment in the original format, which will be marked in the normal
manner. A provisional mark will then be awarded.
4. Two examiners will be identified. This should include the 1st marker and either the 2nd marker or
Module Lead. The two markers should agree on areas of concern that are unclear from the written
submission.
5. One week prior to the viva the student will be advised of broad areas of content to focus on. They will
not be advised of the exact questions but will be guided to identified areas which require clarification
and notified that the questions that they will be asked will target these areas.
6. The two examiners will meet and agree exact questions to be asked.
7. The viva will be conducted under exam conditions and must take place on the date / time agreed. If the
student is unable to attend on the day they must apply for a deferred date following the normal
procedure and provide appropriate evidence.
8. Students will be permitted to take a copy of their written submission into the viva with them.
9. The viva will be recorded and the voice file made available to the External Examiner along with the
markers comments.
2
Students with specific learning difficulties are encouraged to maintain original submission dates in order that subsequent assignments are not
affected. However if a student is newly diagnosed they may require additional time to develop appropriate strategies and access support services.
10. Following the viva the two examiners will discuss the supplementary answers that the student has
given and decide if the provisional mark should be adjusted upwards or remain the same. Marks will
not be reduced.
11. A summary report of the viva will be prepared and signed by both examiners, before being submitted
to the assessment office. This will be filed along with the original feedback in the students file.
12. The student will be notified of the outcome.
25
Appendix 5 :
Use of alternative assessment formats for students with a recognised disability including Specific
Learning Difficulties (SpLD)
The Faculty of Health Sciences recognises that students with a disability may require adjustments in
relation to the assessments that they undertake. The Faculty fulfils its 'anticipatory duty' under the Equality
Act (HMSO, 2010) by ensuring that all assessments are internally reviewed to assess their suitability and are
created and presented in an inclusive manner. This includes ensuring that assignments are dyslexia friendly.
In addition to this, the Act requires that individual students 'specific needs' are met. As a Faculty we
respond promptly and in a supportive manner to all requests for adjustments. These are reviewed on an
individual basis, in close consultation with central University services, and where these are judged as
'reasonable' the adjustments are agreed and implemented. The Faculty has a history of offering alternative
format assessments where appropriate.
The following guidelines have been drawn up in relation to the use of alternative assessment formats for
students with a recognised disability.
Identification of need
14. A request for an alternative assessment format can come from the student, a member of academic
staff or from appropriate Support Services including Enabling Services, Occupational Health or the
Student Union Advice and Information Centre (SUAIC).
15. All requests will be directed to the Faculty Lead for Inclusivity to consider in consultation with the
relevant Programme Lead.
16. Evidence that the student has a recognised disability will be sought unless this is already held by the
faculty for example in previous report from Enabling Services.
17. The Faculty Lead for Inclusivity will review any supporting evidence and where necessary in discussion
with relevant external experts identify what the student’s personal needs are.
Recommendations for an alternative format
18. The Faculty Lead for Inclusivity will prepare a case document outlining what the justification is for the
student requiring an alternative format and what format is being requested.
19. This case document will be presented to the relevant Programme Lead and External Examiner for
discussion and agreement. A copy will also be forwarded to the Assessment Officer and relevant Chair
of the Exam Board for information.
20. If necessary a request for a new assessment date will be considered by the Chair of the relevant Exam
Board. This will reflect any additional time which might be required by the student to prepare or for the
faculty to make arrangements.
21. The assessment team will notify the student of the date of the assessment (original or delayed) by
email at least 2 weeks prior to the agreed date.
Academic Standards
The following assessment principles should be observed when undertaking an alternative format
assessment.
22. There should be parity in the assessment process. The revised format should address all of the learning
outcomes covered by the original assessment.
26
23. Academic rigour must be maintained. Records of the assessment process and where appropriate a
digital voice recording should be available for scrutiny by the Exam Board and External Examiner.
24. Where a viva is used as the alternative format it must be conducted under exam conditions and must
take place on the date / time agreed. If the student is unable to attend on the day they must apply for a
deferred date following the normal procedure and provide appropriate evidence.
25. A marking report will be prepared and signed by both examiners, before being submitted to the
assessment office. This will be filed in the students file.
26. The student will be notified of the outcome of the assessment in the normal way.
27
Appendix 6 : Adjustments determined as good practice for students with a Specific Learning Difficulty for
examinations and campus based learning
The following adjustments are normally recommended by Enabling Services for all students with a Specific
Learning Difficulty.
Additional Examination Requirements (AER’s)
Student’s individual requirements are recorded on Banner but normally include:
 25% extra time in all timed assessments, including practical examinations when appropriate.
 Separate room with other students receiving extra time so that they are not disturbed when other
students leave the room.
 Examination scripts to be flagged with a coloured sticker to indicate dyslexia. This is in order to ensure
that in anonymous marking a dyslexic student is not penalised for typical dyslexic spelling and syntax
errors.
 Use of a coloured overlay if needed.
Adjustments for campus based learning
The following adjustments are considered as ‘standard’ by the university and are recorded on the database
as such.





Permission to record lectures - this is restricted to the lecture theatre as confidentiality issues
may arise, particular for students on health-related courses.
Guided reading lists.3
Hand-outs from lectures provided in advance.4
Written instructions provided as well as oral.
All tutors should be made aware of the students’ specific learning difficulty as far as possible.
University policy does not permit special considerations for coursework.
3
Enabling Services suggest that texts are listed in order of priority. Within the FoHS texts are not prioritised in this way as reading lists provide a
range of resources for students to select from based on particular areas of interest. Indications as to which resources are particularly valuable are
made verbally by lecturers where appropriate.
4
Faculty policy requires these to be posted on blackboard 48 hours prior to the session unless there are exceptional reasons as to why this is not
possible.
28