AW-19 — Accessibility and Reasonable Adjustments Administration

1. Purpose and scope

Purpose. To ensure that a learner who discloses a disability, long-term health condition or specific learning difference receives a confidential intake, an assessment by the competent MBRU function, a plan that reaches only the staff who need it, implementation in every setting IoL controls, and a review each academic period. The consequential point is separation: the academic record shows that a plan exists and nothing else.

Scope statement. This procedure manages a reasonable-adjustment case from disclosure to the closure or expiry of the plan, including review and appeal.

Applies to. Learners on accredited programmes and CPD participants, at application, enrolment or any later point; adjustments to teaching, assessment, simulation, placements, events and physical or digital access; the origination of Students - SOD data.

Does not apply to. The clinical or specialist assessment of a condition (MBRU); the academic decision on whether an adjusted assessment still meets the learning outcome (WF-09); staff occupational health (AW-07, AW-09); short-term extenuating circumstances (WF-10).

2. Trigger, boundary and interfaces

3. Roles and accountability

Process owner. IoL Accessibility Coordinator or equivalent [IoL to confirm].

[CONTROL] Segregation. The person who determines the adjustment does not teach or assess the learner. The restricted file is accessible only to the Coordinator and MBRU Disability Support; teaching and assessment staff see the plan, never the evidence or the condition.

4. Procedure

1. Receive the disclosure and open a restricted file. Any route reaches the Coordinator within 1 working day. The Coordinator opens a case in the restricted system [IoL to confirm], explains what will be shared and with whom, and obtains written consent for that sharing. [CONTROL] Nothing is shared before consent is recorded; a staff member who received a disclosure passes it on and keeps no copy.

2. State the evidence requirement. The Coordinator tells the learner what MBRU Disability Support requires by way of medical, psychological or specialist documentation and its currency [IoL to confirm]. Interim adjustments may run while evidence is gathered, on the Coordinator's recommendation and the Programme Director's approval, for one academic period at most.

3. Refer for assessment. MBRU Disability Support assesses need and determines the adjustments; IoL does not judge diagnoses. Decision point. MBRU confirms, requests more evidence, or declines with reasons. Declines are communicated by the Coordinator with the appeal route.

4. Confirm the plan is deliverable. The Programme Director confirms each adjustment is compatible with the learning outcomes, professional or clinical competence standards and placement requirements. [CONTROL] A competence standard is never lowered; where an adjustment cannot be reconciled with it, the reason is recorded and the case returns to MBRU for an alternative.

5. Write and issue the plan. The plan lists each adjustment, the setting, the start and review dates and the roles that need to know. It contains no diagnosis. The Coordinator issues the relevant section only: assessment adjustments to the Assessment Lead (WF-09), teaching adjustments to course leads, simulation to WF-12, placement to WF-13 and the placement supervisor with the learner's specific consent, events to AW-21 when the learner registers. [CONTROL] Distribution is logged by recipient and date; recipients may not forward it.

6. Implement. Each receiving role confirms implementation to the Coordinator before the first affected activity. WF-09 holds the record of applying the assessment adjustment; WF-13 confirms the site can deliver before allocation. Decision point. If a setting cannot deliver, the Coordinator convenes the Programme Director and MBRU within 5 working days.

7. Review each academic period. The Coordinator checks with the learner and each recipient whether the plan worked, is still needed, or needs change; changes needing reassessment return to step 3. A plan not reviewed by its date is escalated to the Programme Director. [CONTROL] A review records the learner's own view, not only the staff view.

8. Keep the records apart. The registry record carries a single flag that a plan exists and its review date. Condition, evidence and plan live only in the restricted system. [CONTROL] No adjustment detail appears in transcripts, references, assessment feedback or committee minutes.

9. Capture SOD data with consent. For learners who give a separate, dated consent to OBEF reporting, the Coordinator records accommodation type and assistive technology in the vocabulary of Students - SOD.xlsx [IoL to confirm the controlled values] on the restricted file when the plan is issued. The extract goes to WF-26 only, on its timetable, with no condition detail. [CONTROL] A learner who declines is not reported, and the decline is recorded.

10. Route appeals and complaints, then close. An appeal against MBRU's determination follows the MBRU student affairs route [IoL to confirm]; a complaint that a plan was not implemented is AW-20; a challenge to an assessment outcome is WF-11. The Coordinator confirms the route within 2 working days. A plan closes on programme completion, on request or on withdrawal; the restricted file is retained under AW-04 and is never merged with the academic record.

Exception routes. Disclosure immediately before an assessment: the Assessment Lead may grant an interim adjustment for that sitting on the Coordinator's advice, recorded as interim. Safety-critical placement or simulation setting: the Programme Director may suspend participation in that setting only, pending reassessment, with reasons recorded and the learner told.

5. Service standards

6. Records, retention and controls

Key controls. (1) No sharing before written consent. (2) Need is assessed by MBRU, not by anyone who teaches the learner. (3) The plan carries no diagnosis and is distributed by logged recipient. (4) The academic record holds only a flag. (5) A competence standard is never lowered. (6) A plan is reviewed every academic period. (7) SOD data is captured only with a separate consent and released only through WF-26.

OBEF touchpoint capture rule. Accommodation type and assistive technology are recorded on the restricted file when the plan is issued, in the CHEDS vocabulary, with a dated consent. They are not reconstructed at submission and are never extracted from the academic record.

7. Performance measures

8. Change control