Procedures to Be Followed for Dealing with Disabled Students with Personal Learning Plans

Personal Learning Plans, Assessmentsand ExceptionalFactors

Guidance for academic staff

May 2014

1. Introduction and Purpose of the document

1.1 It is possible for students, under certain circumstances, to provide evidence to the Exceptional Factors Panel for assessed course work submission dates to be adjusted .

1.2 It is also possible for disabled students who have a Personal Learning Plan which states so, to request a revised submission date on the basis of their disability without going through ‘Exceptional Factors’.

1.3 The purpose of this document is to provide guidance for academic staff on:

• Whento consider a student’s request for a revised submission date due to a Personal Learning Plan (PLP) recommendation
• When to refer the student to the Exceptional Factors Panel.

1.4 For this reason, it is important that it is read in conjunction with the relevant procedure for Exceptional Factors:

1.5. Please note: A disabled student (with a personal learning plan), who is unable to sit an examination (or time restricted class test) due to a disability related issue,which could not have been addressed prior to the exam/ test,will still need to go through the Exceptional Factors process.

However, a statement confirming the reason for the absence from a Departmental Disability Coordinator will suffice, rather than the student being required to present medical evidence. If, however, the Departmental Disability Coordinator is in any doubt about the validity of the request, or does not feel qualified to judge, the student can still be asked to present medical evidence for the approval of the Exceptional Factors Panel.

2. The Personal Learning Planrecommendation relating to renegotiating revised submission dates

2.1 If the following statement is in a disabled student’s Personal Learning Plan, the student has the right torequest a revised submission date.

“Consider reasonable requests for renegotiated deadlines (if disability-related)”

2.2 The following phrase also appears in the student responsibility section of the PLP in order to reinforce the message:

“The expectation is that as far as possible you will meet all coursework deadlines. You can discuss, and may be able to renegotiate deadlines for reasons related to your disability by speaking to your tutor well in advance of the deadline.”

If this statement is not present in a disabled student’s Personal Learning Plan, then s/he does not have the right to request a revised submission date under the PLP and must be referred to Exceptional Factors.

2.3 Please note:The student may also be referred back to the Learner Development Service to discuss whether it would be appropriate to add the entitlement to request a revised submission date to thelist of recommendations relating to that student, particularly if circumstances have changed since the PLP was originally produced.)

3. Examples of when it may be appropriate to re-negotiate a revised submission dates through a Personal Learning Plan

3.1Itis expected that disabled students will meet original assessmentsubmission dates wherever possible. However, there will always be situations when a disabled student may legitimately struggle to meet the original deadline,and when it may be entirely appropriate for them to renegotiate.

Examples include:

• The student is still in the process of applying for Disabled Students’ Allowance, whichmeans they may not have had access to the relevant equipment, software packages or 1:1 specialist support to enable them to meet the original deadline.
• The submission date was set at relatively short notice and the nature of the disability is such that the student requires a longer amount of time to prepare and complete the coursework (For clarification on what conditions this may cover contact the Learner Development Service.)
• The disabled student has a large number of submission dates within a short period.

• The student’s disability is classed as a ‘fluctuating condition’ and a ‘flare-up’ may have impacted on their ability to meet the original submission date.(For clarification on what conditions this may cover contact the Learner Development Service.)
• The student may be dependent upon timetabled support staff, for example, library support workers and note-takers, and there may have been problems relating to this support thusaffecting the student’s ability to meet the deadline.

3.2 If a student misses original submission dates for reasons that are nothing to do with their disability, for example a family bereavement, then evidence must be submitted through the Exceptional Factors process in the usual way, even if their PLP states they can renegotiate submission dates.

If in doubt, contact the Learner Development Service for guidance on ext. 3491.

4. PrinciplesUnderpinning the Process –(See Appendix 1 for checklist)

4.1 Assessment

4.1.1 The key principle underpinning assessment is that the objectives of the academicprogramme are met according to the University’s, and the programme’s, assessment and progression principles and regulations (MMU Assessment Regulations for Taught Programmes).

4.1.2 Disabled students’ marks or grades for assessments should not be altered because oftheir disability: they should be assessed in such a way that they are neither systematically penalised nor systematically advantaged. , Clause 5

4.2 A designated member of academic staff should considerrequests for revised submission dates from disabled students

4.2.1 Each academic department (or equivalent) should identify one member of staff to oversee all requests for revised submission dates from disabled students with PLPs, to ensure consistency of approach and maintain an overview of the impact of the full range of assessments on the student. This role should be undertaken by the Departmental Disability Coordinator (DDC) or nominated representative(see Appendix 2).

4.3 Length of revised submission date

4.3.1 There is no standard duration for a revised submission date. Deadlines should be negotiated on a case-by-case basis, taking into consideration the course requirements and the student’s engagement, both with the course and support available.

It may be entirely reasonable to give one student a renegotiated submission date for a few days’ time, and another in a couple of weeks for the same assignment, provided there is a justification for these decisions.

4.3.2 Once a submission date has been renegotiated, staff have fulfilled their duty to make a reasonable adjustment.

4.4Requests for revised submission dates for the same piece of work

4.4.1 Only one revised submission deadline can be approved for the same piece of work.

Agreeing to repeatedrequests for revised submission date for the same piece of work could be considered giving an unfair advantage to disabled students as the initial extension will be deemed to be the reasonable adjustment to‘level the playing field’.

4.4.2 If,after the initial revised deadline,the work has still not been completed by the disabled student, then theregulations of non-submission or late submission of coursework will apply:

4.5 Requests for multiple revised submission dates for different pieces of work

4.5.1 Any renegotiated submission dates for assessments should be considered within the context of other pieces of work that require completion. Renegotiated submission dates in certain circumstances can be counter-productive, as they can have a knock-on effect on the completion of other pieces of work and on revision schedules. For this reason, it is important to have a Departmental Disability Coordinator/ nominee overseeing all requests.

4.6 Ongoing difficulties meeting coursework deadlines

4.6.1 If a disabled student experiences persistent difficulties with meeting deadlines because of the disability, then academic staff should raise this with the Departmental Disability Coordinator (DDC). The DDC should speak to the student to check what the issues are and, with the student’s permission, contact the Learner Development Service (LDS) on ext. 3491 or to see if it may be appropriate to review the support available to the studentand discuss any alternatives to methods of assessment/attendance.

4.6.2 For some conditions, such as mental health conditions, agreeing repeat extended deadlines without considering the wider impact this may have may not always be in the best interest of the student, and may in fact make the situation worse.

4.6.3 Specific advice and support on how to support students with mental health difficulties can be found by contacting Counselling, Health and Wellbeing on ext. 3493 or

4.6.4 Any student wishing to withdraw or suspend their studies should be referred by the Departmental Disability Coordinator, in the first instance, to the relevant Student Support Officer. If a student wishes to transfer onto a part-time route, they should be advised to discuss this with the Programme Leader. The Learner Development should also be consulted on the impact this will have any Disabled Students Allowances the student is in receipt of.

4.6.5Occasionally, requests may need to be negotiated retrospectively for students who are absent from the university for reasons relating to a disability (for example, hospitalisation) and have, therefore, not been able to request a revised submission. In these cases, medicalevidence should be requested.

4.8Revised submission dates for Group work

4.8.1Revised submission dates for assessed group work activities are not acceptable.Disabled students are advised by the Learner Development Service that PLP recommendationsapply to individuals only and cannot be allowed to impact on other students.

5. Action to be taken after approving a request for a revised submission date

5.1Once a revised submission date has been approved on the basis of the Personal Learning Plan, the Departmental Disability Coordinator (or equivalent) must make it clear to the disabled student that further extensions for the same piece of work are not permitted (see 4.4) and the potential consequences of missing the revised submission date should be made clear. See assessment regulations relating to courseworksubmission:

5.2The Departmental Disability Coordinator (or equivalent) must meet with the disabled student, andit is his/ her responsibility to complete a Personal Learning Plan (PLP) Coursework Submission Form, on behalf of the student, for the piece of work to which the revised submission deadline relates.(SeeAppendix 3).

5.3The Departmental Disability Coordinator (or equivalent)should immediatelyemail or send the completed (PLP) Coursework Submission Form to the Coursework ReceiptingOffice/Student Life Office, ensuring the student also gets a copy. Details of each Campus/Faculty Coursework Receipting Office/Student Life Office can be found at This website also contains unit as well as student submissioninformation.

5.4The student will receive a confirmation email of the revised submission deadline. The revised date will show on the Coursework Cover Sheet for that piece of work and in ‘My Assignments’ against the relevant piece of work.

5.5Academic staff can access and download the Personal Learning Plan (PLP) Revised Coursework Submission Form(see Appendix 3).

5.6The Student Life Officewill make available to the Exceptional Factors Panel a report listing those students who have had revised submission dates approved related to PLPs. The report will outline the number and length of ‘extensions’ the student has had. This information, in addition to any Exceptional Factors claims that may have been submitted for other reasons, will provide the Exceptional Factors Panel with a clear overview.

Pauline Ford Rita Lewin

Head of Faculty Student & Academic Services Head of Student Employability and

Manchester School of Art/ Success & Deputy Director of

Faculty of Humanities, Languages & Social Science Student Services

May 2014

Appendix 1

Checklist for identifying if the request should be basedon the PLP or whether a referral to Exceptional Factors is required.

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Appendix 2

GUIDANCE FOR DEPARTMENTAL DISABILITY COORDINATORS (OR EQUIVALENTS)ON SUPPORTING DISABLED STUDENTS THROUGH REQUESTS FOR REVISED SUBMISSION DATES.

The Departmental Disability Coordinator (DDC) should read the Personal Learning Plan (PLP) of the student prior to meeting with him/her. The ‘Information for Staff’ section on the PLP will provide information on the nature of the disability and justification for the recommendations.

When meeting with the student, it is essential that the DDCexplores the reason for the request in a sensitive way. Only by having a one-to-one discussion, and asking the right questions, is it possible to make a fair and informed decision regarding the reasonableness and length of any request.

Please note: Any student who already has a PLP will have already submitted medical evidence about their condition to the Learner Development Service, so the purpose of the conversation should not be about proving a disability.

Issues/ Questions to consider when meeting with the student.

1. Are the reasons given by the student for the requested extension covered by the PLP?

Establish why the student needs an extension. If the information provided by the student does not broadly match with the PLP, please discuss this with the student and, with their permission, contact the Learner Development Service as appropriate.

1. Are there any regulatory reasons why a deadline cannot be renegotiated?

Explain to the student that you may be constrained by the following, which will vary from course to course:

• Learning Outcomes.
• Professional competencies.

Please note: The PLP explicitly states that learning outcomes, and standards set by professional bodies, can override the recommendations made in Personal Learning Plans; students are made aware of this during their PLP appointment.

1. Does the extension relate to group work?

If yes, please refer to 4.8 above

1. Is the student accessing all the financial support available?

If a student reports difficulties with academic work, ask them what support

(if any) they have accessed prior to this point.

Check if thestudent has accessed Disabled Students’ Allowances (DSA). Most UK students are eligible for it.

The PLP indicates when a student has applied for DSA, under the heading “Additional useful information for staff”.

DSA is a non-means tested grant intended to fund any costs a disabled student would incur, over and above the costs of a non-disabled student, in order to progress in their studies.

Each student’s needs are individually assessed but support often includes IT software and hardware; one-to- one study skills support; an allowance for printing and photocopying; travel expenses; and specialist support such as a sign language interpreter.

Most students who have organisational difficulties because of a disability (for example, due to a specific learning condition such as Dyslexia) are likely to have been allocated one-one study skills support to enable them to build strategies to organize their workload and meet their deadlines.

If the student has not taken up institutional support or support available through (DSA), it may be reasonable to agree to a revised submission datebut make explicitly clear that the student must access the support available before any future requests can be considered. If the student is unclear about DSA, for example they are not sure what it is, or whether or not they have applied, please contact the Learner Development Servicer on x 3491.

1. EU/ International students

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Students who are classified by the University as EU/International students are not usually able to claim DSA but can still have their needs assessed by the Learner Development Service and access all the institutional-based support. The Departmental Disability Coordinator then works with these students in exactly the same way as home students.

1. Has the student accessed University-based support?

Staff should be aware that there are a number of sources of support available to all students within the university and that all students (disabled and non-disabled) are expected to engage with the support available to them to assist with their studies. The following support is available:

• Student Support Officers (SSOs) offer study skills supportand other issues, including

Exceptional Factors.

-Moodle has links to Skills Online which students can access independently.

-The Writing Project offers a ten-week writing skills course to help improve written English skills.

-Inspiration(mind mapping software) and TextHelp Read and Write(text to speech/proofreading software) are both available on all MMU computers. Learner Development Service periodically offers training for these programs and there is an introductory guide.

-Many faculties also offer additional tutor support which supports student experience and learning. The role and title of these roles varies across the institution.

-In addition to the support available for all students,ELSIS provides free English classes and one-to-one tutorials for international students at MMU in every faculty during the Autumn and Spring terms, and one-to-one individual writing consultations during the third term and summer.

1. How long has the student already had to complete this work and how much notice did they have?

If the course handbook contains all the coursework submission deadlines, the expectation is that students aim towards achieving these. However, if there is a bunching of assessment deadlines this can be problematic for the student and spreading the assessment deadline will be reasonable.