35 Providers should promptly put in place agreed adjustments. If an additional assessment is required then a provider should put in place provisional adjustments pending the assessment.
36 It is good practice to explain why any recommended adjustments are not being implemented, or are being provided by alternative means, and why this is considered reasonable. If a provider refuses a recommended adjustment because it relates to an identified competence standard, it should explain the rationale to the student.
37 If there is a delay in implementing agreed support arrangements, or in providing equipment for a student, then the provider should take whatever steps it can to minimise any disadvantage to the student as a result of that delay. For example, the provider might loan the student equipment, or offer additional tutorial support. If the student requires an extension to a course deadline as a result of such a delay, consideration should be given to any knock-on effect of such an extension on the student’s general workload.
38 Providers should ensure that early information is provided about:
- 38.1 What is expected of students – as members of the student body in general and in relation to their specific course, school, or department.
- 38.2 Where to go for support and advice.
39 Providers should create a safe environment to encourage students who have not declared that they are disabled to disclose this at any time.
40 It is important to ensure that personal tutors, and other staff who are involved in mitigating (extenuating) circumstances procedures, are alert to students whose circumstances may indicate an underlying and potentially undisclosed disability.
