Flexibility with deadlines may be recommended for several reasons. This includes students who are diagnosed with fluctuating conditions prone to flare-ups or who experience unwanted side effects of medication, such as fatigue and impaired concentration. Those with specific learning difficulties, such as dyslexia, may require flexibility, as the condition may affect their ability to complete a large amount of reading, information processing speeds, and ability to transfer thoughts onto paper.

Extensions are not automatic and there is no set amount of additional time recommended for an extension provided within an ISSA. This is because each request will depend on factors such as individual circumstances, how long the student has had to complete the work, when feedback needs to be provided to other students and Exam Board deadlines. Please liaise with your School Disability Adviser directly when dealing with requests to agree a suitable length of extension.

Students should be made aware of individual School processes, so it is clear how they request an extension.

More information on mitigations and adjustments can be found on the Assessment Support Hub. 

No. if the student is registered with Accessible Learning Support and the recommendation for flexibility with deadlines is included in their ISSA, medical evidence should not be sought. Accessible Learning Support will already hold medical evidence on file. If, however a student asks for an extension for a reason unrelated to their disability, this request should be dealt with via EC’s. 

More information on mitigations and adjustments can be found on the Assessment Support Hub. 

If the student's health condition is long-term or likely to be long-term, they should be referred to Accessible Learning Support.  This service will assess their needs and make recommendations for appropriate support support.

Accessible Learning Support recognises that students may occasionally require some additional time to complete aspects of on-course assessments.

We strongly recommend that students access all the support on offer to them to assist with keeping organised and on top of their work.

Many students are eligible to apply for DSA funding and can access specialist equipment and one-to-one support. They can also link in with the Learning Development Service or use Assistive Technology, and Digital Learning Support to assist them with managing their time and studies more effectively. Requesting extensions for all coursework will negatively impact other aspects of their course, such as revising for class tests or exams.

Students who acquire a short-term injury or condition (but do not have an underlying disability) should advise their School Office, as soon as is practicable, to enable special examination arrangements to be considered. Medical evidence should be provided where possible. (eg GP or hospital letter)

School staff should communicate these through the Service Request Portal under Exams and Assessments options. 

Accessible Learning Support will review the student’s entitlement to special examination arrangements. (Any queries will be discussed with the School). Recommendations will then be forwarded to the Examinations Office who will, as far as reasonably possible, implement these arrangements and communicate to the student.

In May 2009 the University’s Education Committee approved that Disabled students may be permitted to record lectures and tutorials if it is deemed a reasonable adjustment by the Accessible Learning Support Service. Students will be advised that all recordings remain the property of the University and are for personal use only. Students who do not comply with these conditions will be dealt with under the University’s Conduct Regulations. It is noted that there may be occasions when recording will not be appropriate in classes e.g. when sensitive or personal information is being discussed or shared within a tutorial group. Lecturers should use their discretion with such scenarios.

Please see SpLD Marking Guidelines

Ask the student to contact Accessible Learning Support by emailing accessiblelearning@qub.ac.uk or refer to the Accessible Learning and Wellbeing drop-in service available 11am -3pm Monday to Friday on the 1st Floor, One Elmwood Student Centre.  

Please contact Accessible Learning Support for upcoming training events or to make a request for a specific type of training. Examples include general disability awareness, SENDO/legislation, Autism awareness, and supporting students with Specific Learning Difficulties to name a few.

Some students may be diagnosed with a physical or mental health condition with fluctuating symptoms. They may need to attend regular appointments for treatment. A student can have consideration for attendance in their ISSA. This does not mean that students do not have to attend class. Consideration is to be given for an occasional absence. If you are worried about a student or their engagement with the course, please let us know. Students on professional courses are subject to attendance quotas set by the awarding institution/ professional body.

For a small number of students, the completion of formal examinations may present considerable challenges due to the nature and impact of their disability or long-term condition. Accessible Learning Support will explore appropriate reasonable adjustments with the individual student regarding examinations. If, having put all reasonable adjustments in place, the student is still deemed unable to undertake the standard examination as a result of his/her disability or long-term condition, alternative assessment may be considered. This is subject to the maintenance of academic standards and may not be appropriate for all courses.