Reasonable accommodations for disability case studies

These case studies have been grouped by general types of accommodation.

• These case studies are fictional and have been developed with the assistance of AI. 
• The accommodations described may not be appropriate in every similar situation. 
• Determining what is required, and can be reasonably provided, will depend on the specific circumstances and context of individual requests.

Accessible learning materials for a student with visual impairment

Student ‘D’ has a vision impairment and enrolled in a history course that relies heavily on reading materials and visual presentations. The University provides D with accessible learning materials. This includes textbooks in alternative formats, and digital documents compatible with screen readers. Lecture slides are made available to the whole class and D can review them using assistive technology.

Why this was important

These accommodations enable D to engage with the course content and participate on an equal basis with others.

Ergonomic workspace for a staff member with a musculoskeletal condition

Staff member ‘S’ has a musculoskeletal condition that causes chronic back pain. The University provides S with an ergonomic workspace. This includes an adjustable chair with lumbar support, and a sit-stand desk. Additionally, S is given the option to take short breaks to stretch and move around.

Why this was important

These accommodations help S minimise pain when sitting, and support their spinal health. A sit-stand desk and short breaks encourage movement and improves circulation, and allows S to adjust their position based on comfort and pain levels.

Assistive technology for a staff member with hearing impairment

Staff member ‘M’ has a hearing impairment. The University provides M with assistive technology. This includes real-time captioning services for meetings.

Why this was important

This ensures that M can fully engage in their work environment and communicate and collaborate with the team.

Note

pecial conditions for tests and examinations are provided under the: 

• Special Conditions for Tests and Examinations Policy 
• Special Conditions in Test and Examinations Procedures

They are included, with these case studies, as they are at type of reasonable accommodation.

Special examination conditions for a student with ADHD

Student ‘T’ has ADHD and finds it difficult to concentrate in a traditional exam setting. The University offers T special examination conditions. This involves providing a quiet room with minimal distractions, allowing extra time to complete the exam, and permitting short breaks to help maintain focus.

Why this was important

These adjustments are designed to reduce barriers that interfere with focus and performance. People with ADHD may be sensitive to environmental stimuli, and the noise, movement and visual distractions of an exam room can be overwhelming. ADHD can also affect processing speed, and ability to stay on task. A quiet room minimises sensory input, helping T remain engaged with the exam material. Extra time provides a fair opportunity to demonstrate knowledge. Short breaks help T re-set their attention and reduce mental fatigue.  

Note

Flexible working arrangements are made under the Flexible Work Policy and Procedures. They are included, with these case studies, as they are a type of reasonable accommodation.

Flexible work arrangements for a professional staff member with a chronic illness

Staff member ‘A’ has a chronic illness that sometimes makes it difficult to maintain a standard 9am-5pm work schedule. The University offers A flexible work arrangements. This includes the option to work from home, and adjusting work hours to accommodate medical appointments and energy levels.

Why this was important

Chronic illness may include fluctuating symptoms, fatigue or side effects from treatment. Flexible working enables A to work during their most productive hours and attend appointments - reducing stress and supporting energy management. These accommodations help A manage their health while continuing to fulfil their role.

Flexible work arrangements for a lecturer with an autoimmune condition

Senior lecturer ‘B’ has an autoimmune condition that causes fatigue and joint pain. The University agrees they can teach some classes online to reduce commuting. Office hours are shifted from being in-person to virtual meetings.

Why this was important

Commuting and standing for long periods can worsen fatigue and joint pain. The reasonable accommodations enable B to maintain teaching quality and research productivity while managing their health/energy effectively.

Flexible working for a staff member with anxiety and depression

Staff member ‘J’ experiences anxiety and depression. The University offers J flexible working options. This involves enabling J to start and end their workday at different times to avoid peak commuting hours, and to work from home.

Why this was important

These accommodations help J manage their mental health while maintaining their professional responsibilities. Anxiety and depression can affect sleep patterns, energy and stress tolerance. Enabling J to start and end their workday at different times helps them:

• Avoid peak commuting hours which can be stressful
• Begin the day when they feel most prepared

Working from home helps J be in a more controlled and calming environment. J can manage symptoms privately and avoid overstimulation or social pressure.  

Accommodations for a student with a broken arm

Student ‘O’ was involved in a bicycle accident and broke their arm. This meant that O was temporarily impaired with writing, typing, and participating in lab activities. The University arranged for a note-taker in classes, and access to lecture recordings and slides. O received extended time to complete exams and assignments, and was allowed to use speech-to-text software. For hands-on lab work, SDS provided O with a lab assistant and O was able to verbally instruct while the assistant performed the physical tasks.

Why this was important

With these accommodations, O was able to continue studying with minimal disruption being caused by their impaired writing, typing and participation.

Accommodations for a pregnant student

Student ‘R’ is in their third trimester of pregnancy, and begins experiencing severe fatigue, back pain, and limited mobility. Their doctor advised reduced physical exertion and extended rest periods. These symptoms temporarily impair their ability to attend classes, participate in labs, and complete assessments under standard conditions. R is provided with:

• Access to live-streamed and recorded lectures to reduce the need for commuting and prolonged sitting in lecture theatres
• The option to complete alternative assignments or attend shorter, supervised sessions with support from a lab assistant
• Additional time to complete written assessments and exams , and allowance to take rest breaks, accounting for fatigue and mobility limitations
• Adjusted deadlines and attendance requirements to accommodate medical appointments and recovery periods.

Why this was important

The accommodations allow R to manage their health while continuing to study. Flexibility and proactive planning are essential to supporting people through temporary health challenges.

Modified duties for a faculty member returning from sick leave

Faculty member ‘L’ returns from three-months sick leave, taken for mental health reasons. Their teaching load is temporarily reduced, and they are excused from committee responsibilities for one semester.

Why this was important

Teaching can be cognitively and emotionally demanding, especially after a period of recovery. Committee work often involves decision-making, interpersonal dynamics and deadlines, which can be stressful. Reasonable accommodations help L to gradually rebuild their stamina – minimising stress and overwhelm and supporting their mental health. They reduce risk of relapse, supporting retention and morale.

Accommodations for a staff member with multiple chronic conditions

Professional staff member ‘P’ has multiple chronic conditions, including:

• Fibromyalgia, which causes pain and fatigue
• Anxiety
• Irritable Bowel Syndrome, which can flare up unpredictably and requires access to restrooms and flexible scheduling.

These conditions fluctuate. P is provided with:

• Flexible working , depending on symptom severity and to manage fatigue and symptoms privately
• An adjustable chair and sit-stand desk to assist with pain management
• Close and easy access to restrooms, reducing stress during IBS flare-ups
• Options to join meetings virtually when anxiety or fatigue is high
• Weekly task reviews to help prioritise work during low-energy periods.

Why this was important

Co-occurring conditions require layered and adaptable accommodations. Collaboration and regular review are essential to meet changing needs.

Accommodations for a neurodivergent student with a chronic health condition

Student ‘C’ is autistic, and has anxiety, a learning disability, communication difficulties and Crohn’s disease. C is provided with alternative assessments. For verbal presentation assessments, they have the option to submit a pre-recorded presentation, present to a smaller group, or present online.

Why this was important

Alternative assessments enable C to demonstrate their knowledge and skills, and participate, as well as manage their impairments. Crohn’s disease can cause unpredictable flare-ups, fatigue, and pain. Allowing C to submit pre-recorded presentations or present online means they can work around periods of illness or discomfort, reducing stress and the pressure to perform at a specific time or place. C is able to showcase their strengths in a way that aligns with their communication preferences and cognitive processing style, leading to a more accurate reflection of their capabilities.

Conference travel for a neurodivergent academic

Professor ‘N’ is autistic and experiences sensory sensitivities, social anxiety, and challenges with unstructured environments. They are invited to present at a conference in Germany. The University works with N and the conference organisers to:

• Provide a detailed travel and event schedule with time buffers
• Book a quiet hotel room with blackout curtains and noise reduction features
• Advocate for a low-stimulation room for conference attendees needing sensory breaks.

Why this was important

A clear itinerary with time buffers provides structure, smooth transitions between activities, and recovery between events. A low stimulation space, and quiet hotel, support rest and recovery helping N maintain energy and focus.  

We have stories from some of our disabled students, and how reasonable accommodations have supported their study.