Students may occasionally experience injuries, medical conditions, or undergo surgery resulting in a short-term impairment (e.g. broken limb, illness, medical procedure, temporary mental health difficulty). The University recognises that such impairments may impact on academic progress (e.g. difficulties getting to class, taking notes, completing assessments). Through the short-term impairments process, adjustments can be considered to help students continue with their academic progress.

For staff advising or supporting students, Accessible Learning Support can provide guidance and advice on appropriate recommendations via the Accessible Learning Staff Support Form.

What is a short-term impairment?

The potential length of time that a student may be impacted by their impairment will guide the mechanism by which they are supported. Short-term impairments are temporary conditions that are not chronic and would not typically be expected to last beyond 12 months. Therefore, they would not be classified as a disability at the point of disclosure.

A disability or long-term condition is one that has impacted or is likely to impact the individual for 12 months or more. Northern Ireland legislation defines ‘Disability’ as:

“A physical or mental impairment which has a substantial and long-term adverse effect on a person's ability to carry out normal day-to-day activities.” (Discrimination Act 1995 (DDA).

Students experiencing long-term conditions should be directed to engage with Accessible Learning Support, as soon as possible, for an assessment of their support requirements, including those related to examinations.

If a student already supported by Accessible Learning Support experiences a separate short-term impairment, additional support may be considered under this process.

Note: Ongoing non-attendance is not considered a temporary impairment, and will be considered within attendance polices and Leave of Absence procedures, depending on the timeframe.

If a condition is likely to impact the student for less than one month they may be better supported through the Exceptional Circumstances procedure, particularly where the need relates to assessment extensions or deferrals, rather than adjustments during exams.

Further information on the main support processes available for assessments can be found on the Assessment Support Hub: Adjustments and Mitigations

Considering Short-Term Impairment Adjustments

Students who acquire a short-term impairment (not related to an underlying disability) should inform their School Office, as soon possible, to enable special arrangements to be considered on a short-term basis.

Application Process

1. The student completes Part A of the Short-term Impairment - Special Examination Arrangements and Support Form (Annex 1) and provides supporting documentation where possible, noting the:
   • The nature of the short-term impairment and its impact on studies.
   • The expected duration of the impairment.
2. The School will review the request within five working days, where possible. A discussion with the student should be facilitated at the earliest opportunity.
3. An appropriate staff member (e.g., Advisor of Studies, Personal Tutor) will discuss possible adjustments and complete Part B of the Short-term Impairment - Special Examination Arrangements and Support Form (Annex 1).
4. For exam-related support beyond class tests, Schools should submit requests to Accessible Learning Support via SharePoint for review and approval.
5. Once reviewed and approved, Accessible Learning will share the request with the Examinations Office. The Examinations Office then implements approved arrangements and communicates them to the student.

Additional Guidance

• The nature and duration of any adjustments will depend on factors such as type of assessment, stage of the academic year and individual School policy.
• There is no legal obligation to ensure adjustments for short-term impairments are in place; however where possible, reasonable adjustments should be considered in line with best practice and the guidance outlined in these guidelines.

• Consideration should be given to the most appropriate action for the student’s attendance, assessment and academic performance. The University Fit to Sit policy should be discussed to help inform the student’s decision to sit any upcoming exams.
• Short-term impairments may impact a range of areas across a student’s studies and so adjustments should be considered holistically.
• In course supports can be offered and agreed between the School and student from a list of standard reasonable adjustments. For any support required outside the standard reasonable adjustments, the School can consult with Accessible Learning Support to consider potential additional appropriate supports.
• While the University will endeavour to put appropriate supports into place, it may not always be possible to accommodate requests due to resource limitations and / or time constraints. If it is unclear what support may be required, Accessible Learning Support can provide advice and guidance.

School based 'in course' support

A number of in course supports can be considered to help a student access their studies.

Flexibility with assignment deadlines for the next upcoming assessment	Students may require flexibility with deadlines to complete some aspects of in-course assessment and examinations. This can include conditions resulting in periods of ill health or a flare-up of pain. It may also be required when a student’s focus and concentration is impacted due to pain management, side effects of medication or the impact of a mental health concern.
Lecture notes/slides in advance	When not available on Canvas a student may benefit from notes / slides in advance to help them prepare or focus in class when their focus or concentration is impacted by their impairment / condition.
Permission to audio record lectures and/or tutorials	When a student's ability to take notes or absorb information is impacted, recording lectures may help them capture relevant information. Students are advised that all recordings remain the property of the University and are for personal use only. Students who do not comply with these conditions may face disciplinary action under the University’s Conduct Regulations. There may be occasions when recording will not be appropriate in classes e.g. when personal or sensitive information is being shared. On such occasions, teaching staff liaise directly with students who are recording and agree alternative reasonable adjustments if necessary.
Consideration for handwriting	In some instances, such as an injury to an arm or hand a student may require marking considerations.

 Exam Support

Queen's University is committed to ensuring that our examination procedures are effective in assessing the knowledge and abilities of students, while at the same time, ensuring the maintenance of academic standards. There are a number of Special Examination Accommodations and Supports that can be considered to meet the individual requirements of students who have been impacted by a short-term impairment.

Rest breaks - Up to 15 minutes per hour	Supervised rest breaks may be granted as appropriate. Some students may need to take breaks for pain management or require medical or other treatment during an examination. A student may also benefit from rest breaks if they are experiencing symptoms of short-term anxiety. If an examination is interrupted for such reasons, the duration of the break will not be deducted from the time allowed to complete the examination paper. Rest breaks are not cumulative and only the actual time taken for the rest breaks will be added to the total exam time.
Extra Exam time - usually 25%	The amount of additional time will be determined based on individual requirements. Students may require additional time if their condition can cause fatigue or limited strength or reduced mobility / dexterity. A student's concentration or attention can be compromised due to experiences of pain or impact on their mental health.
Change of venue (individual room/ smaller room)	Some students may need to complete their examination in an alternative venue for reasons relating to their injury or short term impairment. A change of venue will be required to accommodate extra time or rest breaks through the green room.
Use of PC - Laptop	Due to an injury a PC may be the most effective means of completing an assessment by examination for some students.
Bathroom close to venue	Depending on the condition, some students may need access to a toilet in close proximity to the exam venue.
Consideration for handwriting	In some instances, such as an injury to an arm or hand a student may require marking considerations.
Ergonomic Supports   o Specialist desk o Footstool o Back support o Writing slope o Document holder o Specialist chair	It is important that venues are as comfortable as possible for all candidates. Some students may require additional or alternative items of furniture due to an injury or condition.
Accessible venue	If a student's mobility is impacted an accessible venue may need to be considered. Unfortunately, some exam venues are not fully accessible. This may need to be considered during timetabling.

One to one support

A student may benefit from one-to-one support to help them complete examinations or access their studies. This support is funded and arranged by the School via the Queen’s Register of Support Providers by contacting nmhregister@qub.ac.uk to request this. Support Providers will carry out practical tasks for a candidate whose short-term impairment prevents them from doing so themselves. Support Providers are not permitted to give factual information or advise the candidate on how to structure responses.

Exam Scribe	To scribe dictated answers for students in an examination situation.
Note taker	To attend lectures, tutorials and other classes and take notes as requested.
Campus Assistant (General)	To assist the student in accessing campus facilities as required e.g. open doors, carry bags etc

For further information on 1:1 support roles please visit:

  https://www.qub.ac.uk/directorates/sgc/accessible-learning-support/SupportProviders/ 

Library Support

Library staff can provide help and support to students who are experiencing difficulty accessing library materials.

Help and Support | Information Services | Queen's University Belfast (qub.ac.uk)

Wellbeing support

Student Wellbeing Service offers advice, information, and referrals for students experiencing the emotional impact of short-term impairments. Staff can access guidance at: Information for Staff | Student Centre | Queen's University Belfast (qub.ac.uk)

Students can also visit the Student Wellbeing and Accessible Learning Support daily drop-in service or contact via the online form: Connect With Us | Student Centre | Queen's University Belfast (qub.ac.uk)

Ongoing support and monitoring

• Agree on a timeframe for support with an option for review.
• If the impairment persists, reassess the need for continued short-term support or refer the student to Accessible Learning Support.
• Schools can liaise with Accessible Learning Support for guidance on appropriate processes and recommendations via the Accessible Learning Staff Support Form

Reviewed on 8th April 2025

Annexes

Annex 1 - Short-term Impairment- Special Examination Arrangements and Support Form