Frequently Asked Questions

From August 2023, the format of newly issued Student Support Plans will change, with the introduction of a two-step approach to communicating student needs:

1. A Disability inclusion statement (SSP A) will now be issued as soon as evidence of a disability has been verified. The statement sets out the five inclusive practices and reasonable adjustments recommended as standard for disabled students. It also provides immediate notification that the student or offer holder is to be treated as disabled, and entitled to reasonable adjustments and to equal access to the services the university provides.

2. Many students will need further support and adjustments in addition to the recommendations set out in the statement. If this is the case, these will be communicated subsequently in a Student Support Plan document (SSP B or SSP C).

DAS will also begin to use structured templates for some of its Student Support Plans (SSP B). Initially, templates will be used for students with Specific Learning Differences only. The templates will contain standard reasonable adjustment recommendations for the named student, tailored to the disability, division and level of study. The SSP B will provide prompter access to support for students, as well as greater consistency and guidance relevant to the study context. As the pilot progresses in 2023-24, templates will be introduced for other disability types, and will be used where the standard adjustments recommended match well with the student’s needs.

An SSP C will be produced for those students who require major adjustments and/or a more individualized approach. SSP C will contain an individual impact on study description, and bespoke adjustment recommendations. Disability Advisors will meet with each student to discuss their needs before finalizing the plan and sharing with disability coordinators. 

The Disability inclusion statement:

• Is issued immediately to students newly registered with DAS who have provided verified evidence of a disability, providing timely notification to departments and colleges that the student or offer holder is to be treated as disabled and is eligible for reasonable adjustments
• Contains five recommended measures that remove barriers for disabled students:

1. Teaching materials provided electronically in advance
2. Structured reading lists
3. Access to lecture recordings (or alternative methods for content capture where recordings cannot reasonably be provided)
4. Flexibility on occasion with formative work
5. Additional library support

• The 5 measures were previously some of the most commonly recommended adjustments in Student Support Plans

Both documents have the same structure: 

1. Personal and disability information
2. Impact on study of the disability
3. Recommended adjustments
4. For staff: advice for supporting students
5. For students: important sources of support 

The difference is that SSPB will be based on a template that is tailored to the level of study, disability type and division of the named student, whereas SSP C will contain bespoke adjustment recommendations. In SSP B, the impact on study information will be generalised to the disability type and the recommended adjustments will also be uniform. The advantages of using templates is that they can be issued much more quickly and provide consistency for staff implementing plans. SSP B templates will only be used where there is a good match between the template and the student’s needs and this will be determined by an initial assessment of the details provided by the student on the DAS registration form. DAS advisors will always request further information from the student if this is required to make reasonable adjustment recommendations. Initially, templates will be used for students with Specific Learning Differences only. 

An SSP C will be produced for those students who require major adjustments and/or a more individualized approach. SSP C will contain a personalized impact on study description, and bespoke adjustment recommendations. Disability Advisors will meet with each student to discuss their needs before finalizing the plan and sharing with disability coordinators.