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Frequently Asked Questions
Applying for a course
Disability support
Leaving school
Money and benefits
When things go wrong
Work
Applying for a course
How do I find out about course information?
How can I find the most suitable college or university for someone with my disability?
- Are there any students with a similar disability?
- What support do they receive?
- What would happen if you started the course and experienced a problem?
I’m an international student. How can I find and pay for a university course in the UK?
Disability Support
Would I be considered as having a disability?
- You have a mental or physical impairment
- The impairment has an adverse effect on your ability to carry out normal day-to-day activities
- The effect is substantial and long-term
What support can I get with my disability on my course?
I think I might be dyslexic. How do I get an assessment?
- specialist tuition support, for example, language skills or structuring work
- scribes, amanuenses or notetakers
- use of PCs or laptops
- specialist software, for example, word prediction, speech recognition, mind mapping
- use of digital or tape recorders
- use of scanners
- extra time for coursework or exams
- handouts and booklists in advance of classes
- handouts and exams on different coloured paper
- extra time for library book loans or special photocopying arrangements.
What are Disabled Students’ Allowances?
Does the Disability Discrimination Act apply to A levels?
From September 2007 the Disability Discrimination Act (DDA) was extended to cover general qualifications. These include GCSEs, AS levels and A levels, GNVQs, the Welsh Baccalaureate, the International Baccalaureate and National Qualifications in Scotland.
This means that the bodies responsible for general qualifications, such as Edexcel and AQA, must not discriminate against disabled applicants.
These bodies also have a duty to make reasonable adjustments to ensure students are not disadvantaged for disability-related reasons. However, this duty does not apply to competence standards.
What are competence standards?
Competence standards are levels of academic or other ability. They vary for each qualification but should be specific and say exactly what skill or knowledge is required to take the course or pass the exam.
For example, a competence standard for a biology course might specify the level of biology knowledge required.
The following requirements are unlikely to be competence standards.
- Physically attending an exam at a particular place
- Attending a course over a certain period of time
- Hearing spoken words
- Writing neatly
- Doing something within a time limit (unless this is to show a particular level of ability)
General qualifications bodies do not have to make adjustments to competence standards, but must make adjustments to the way you meet the standard. For example, instead of a timed written exam a piece of coursework could be submitted.
How do I get reasonable adjustments for my exams?
If you are a student or parent you should make your request for adjustments through the Special Educational Needs Coordinator (SENCO) or the Disability or Learning Support Coordinator. They can help liaise with the Exams Officer on your behalf.
If you have told the school or college about your disability, they should be proactive in contacting you. However, it is best to make sure you talk to them about any concerns you have or additional support you might need.
There are many kinds of adjustments that can be made. Some common examples include:
- extra time
- providing a reader or scribe
- supervised rest breaks
- use of an individual room
- use of a computer or other equipment
- modified test papers, for example large print, different colours or Braille
If you are not satisfied with the exam arrangements at your school or college, read our FAQ When things go wrong.
The Disability Discrimination Act (DDA) states that awarding bodies have the final responsibility for making adjustments. You can contact the awarding bodies directly.
Assessment and Qualifications Alliance (AQA)
Edexcel
Scottish Qualifications Authority (SQA)
University of Cambridge Local Examination Syndicate (UCLES, including OCR)
Welsh Joint Education Committee (WJEC)
I'm an Exams Officer. What do I need to do to support disabled candidates?
The Disability Discrimination Act (DDA) requires that schools and colleges remove any barriers which may unreasonably prevent students from achieving their full potential. Institutions need to be positive and proactive in their attitude to disabled candidates and have clear procedures for arranging adjustments and ensuring that awarding bodies are aware of these adjustments.
Within the institution, the Exams Officers will usually need to work closely with the SENCO or Disability or Learning Support Coordinator. The Exams Officer is responsible for liaising externally with the exam body, putting adjustments in place and generally making sure that centres are accessible.
The key guidance on the DDA Part 2 is provided in the Revised Draft Code of Practice: Trade Organisations, Qualifications Bodies and General Qualifications Bodies.
You can also view the Code of Practice (revised) for providers of post-16 education and related services for guidance on the DDA Part 4.
The Joint Council for Qualifications (JCQ) has guidance on supporting disabled candidates.
The National Assessment Agency (NAA) also has some materials on its website.
Who pays for my personal care at university?
If you go to a college or university, even if it is outside your Local Authority (LA) area, you can take your care package with you. However, Skill has found that social services departments sometimes say they cannot pay for personal care, claiming that students do not qualify for support or that they cannot afford the costs.
Legally, it is the responsibility of social services to meet the day-to-day needs of disabled people. Education providers have a legal duty to meet your educational needs.
The law says that if you come under the definition of a disabled person, you have the right to an assessment of needs for any support you need to take advantage of educational facilities, including travel, and any adaptations needed in your home for more safety, comfort or convenience.
So, you have the right to ask you local social services department for an assessment of your daily living needs - including any personal care or help you need. The needs assessment should decide whether you are eligible for services, what needs you have and which of these needs social services will pay for. Social services are allowed to make a charge for services but they should also take into consideration your ability to pay.
All universities and further education colleges should have a Disability Equality Scheme setting out the actions that they are taking to remove barriers that disabled students face. These could include adapting accommodation for you and arranging assistance from volunteers.
Contact the Skill Information Service if you would like more advice on this.
Leaving school
I'm not sure what I want to do when I leave school. Who can help me decide?
- Connexions Personal Adviser or Careers Adviser
- Family
- Friends
- Teachers
- Aimhigher coordinator
- Youth worker
- Making choices about leaving school
- Thinkpad
- Organisations offering advice and services to disabled people
- Into Architecture, Surveying and Building Professions
- Into Law
- Into Medicine
- Into Nursing and Midwifery
- Into Teaching
I get some support at school for my learning. Will this stay the same when I leave?
- Adjustments for disabled students
- Disclosing your Disability
- Applying to Further Education
- Applying to Higher Education
- Into Higher Education 2008
How do I make sure people know what I want for the future?
- What is important to you, and
- How you want your life to be in the future.
- Think about what you want to do in the future and where you want to live.
- Use Skill’s Thinkpad to help you.
- Talk to friends and family.
- Your teacher or Connexions PA can use person-centred planning in your transition review meetings. This is another way of talking to people about your plans for the future. It means your voice is the most important. Ask your teacher or Connexions PA to find out about person-centred planning.
- That you can communicate the way you want to.
- Transition review meetings have to be run the way you want them. So, for example, you could play music or show pictures or videos of things that are important to you.
- That people who are important to you can support you in planning meetings and while you make choices.
My work experience placement will be starting soon. How can I get ready?
- Wear appropriate clothing for the job. If you are not sure, ask your employer or mentor before you begin.
- Find out how to get there - practise your route.
- Remember your bus pass or money for your ticket.
- Take a mobile phone in case you get lost (but remember to turn it off when you are working).
- Be on time.
- Try to be confident and polite.
- Remember body language and eye contact are important.
- Personal hygiene is important.
- Ask for help if you are stuck.
- Be honest about what you can do and ask for help if you can’t do something.
- Keep a diary - write down what you need to remember to take with you and afterwards what you thought about work experience.
- If you need extra support for learning or working, ask your teacher or mentor to help you organise this before you get there.
- Always try your best.
I'm thinking about going to college or university in the future. My family is not sure about it. How can I get information for them?
It is not unusual for a family to be concerned about someone going to college or university. Families can be worried about many things, some of which might be related to your disability and some not.
Your family might be concerned because they don’t know what college or university is like, or because they remember what college or university was like for them. Colleges, universities and training have changed a lot. Some families don’t know about the support that disabled students can access or the financial help students can get.
Going to university or college can be exciting, but also scary for you. Your family might be feeling the same way. It is a good idea to talk to your family about your interests and ideas. Your family may have concerns and opinions about your plans for the future. Discussing the pros and cons with them can help you make choices.
We asked some disabled students where to get information for families:
- You can find out more on the internet. You can also ask people you know who have already been to college or university. Ask your Connexions or careers adviser when colleges and universities are holding Open Days. See if they have information for families about leaving school.
- Going to visit a college or university is useful because you get a better idea than just looking at the website. If you feel comfortable, get a family member to visit with you. This means they can understand more about what you are interested in and about university life
- When you visit, go into the learning support or disability office to find out more. You can ask:
How does the college or university support students who need extra support for learning?
What funding can you get as a disabled student?
You can read the information booklets on this site or you and your family can contact the Skill helpline.
Skill also produces a guide for disabled students thinking about studying at university or college. Into Higher Education 2008 is available from the Skill Bookshop, priced £2.50 for disabled students, trainees and jobseekers.
My college says it supports the ‘social model of disability’. What does this mean?
Different people have different views about people’s impairments and what it means to be disabled. This FAQ tries to explain what people think. There are two main ways of looking at disability. One is called the ‘medical model’ and the other is called the ‘social model’.
The Medical Model sees a person’s impairment as the reason for their being unable to do certain things. Here are two examples:
Sophie is a wheelchair user. She cannot study Philosophy because she cannot get into the classroom.
Anjeet is partially sighted. He cannot use the Library because he cannot read the books.
In the Medical Model, for disabled people to take part like everyone else, their impairment must be ‘fixed’. Disabled people are seen as passive individuals who receive services and help. Looking at disability in this way can lead to thinking of disabled people as separate from the rest of community, and singling them out as ‘special’ or as a problem that needs to be resolved.
The Social Model sees society’s attitudes towards a person’s impairment as the ‘barrier’ to participating, not the impairment itself. A person’s impairment is not the problem - the problem is with society, which does not include everyone.
Look at the two examples again:
Sophie is a wheelchair user. She cannot study Philosophy because there is no lift in the building.
Anjeet is partially sighted. He cannot use the Library because all the books have small print.
This way of looking at disability is about improving accessibility and equality and fighting discrimination. The Social Model is about improving accessibility and providing services to everyone, not just one person.
Here are the two examples:
There is a lift in the Philosophy building. This means that wheelchair users, people carrying heavy books or pushing prams can all get around easily.
There are electronic books available from the Library. This means that lots of students can read them at home on their computers, rather than having to travel in to college.
A college that supports the social model of disability is making a positive approach to enabling disabled student to access their courses and facilities. The social model of disability is about ensuring that everyone is able to participate.
Someone has used the words ‘disabled’ or ‘impairment’ to describe me and my needs. What does this mean?
In further education colleges and universities or Higher Education, you may hear people using the words 'impairment' or 'disability'.
An impairment describes the reason someone might need additional support, and sometimes this might be a condition. Examples of impairments are a visual impairment, a hearing impairment or a physical impairment. Diabetes and dyslexia are also examples of impairments.
The important thing is not your impairment, but what support you need because of the barriers you face. For example, someone with a visual impairment might need a large-print version of a handout. If you are dyslexic you may need additional study support to help you plan your time. These barriers, such as small-print handouts or no lifts in a building, make some people 'disabled'. The support that you need to remove the barriers is known as reasonable adjustments.
Many disabled adults use the term ‘disabled’ as a positive way to describe part of their identity. But many adults and young people do not want to be given labels.
It is important to know that your additional support needs may mean that you qualify for support, and that the term ‘disabled’ may be used to describe this. At the same time, it is important to understand that use of this word is not meant to impose a particular identity on you. It is just a word you can use to get the support you need. So, be aware of the different terms that may be used to describe support for learning but don’t feel labelled by people around you.
What terms are used where?
If you need support to access education or employment you should contact the appropriate service to talk about your needs and the types of support they can offer you.
- In college, learners can get additional learning support. This is often organised through the learning support coordinator
- In university, students go to the disability office for support. The terms 'disabled students' or 'students with disabilities or learning difficulties' are mainly used. There is often a Students with Disabilities representative on the Students’ Union
- If you are looking for work, you can see a disability employment advisor at the Jobcentre Plus for advice on getting support in work
At Skill, we use the words ‘impairment’ and ‘disabled’ in a positive way to describe a wide range of support needs that people may have at school, college, or when they are looking for work.
Money and benefits
What are Disabled Students’ Allowances?
How do I pay for transport to college?
I want to do a postgraduate course. How do I find out about funding?
How will my Incapacity Benefit be affected by study?
- Flexibility
On many courses there is a lot of flexibility in how you work. For example, if you miss one day you can catch up. You can plan your own study methods and timetable around your individual needs. - Support arrangements
Your college or university may make adjustments to the course to make it easier to follow or you may receive extra support or equipment. - Tasks involved
Your course may involve different tasks rather than the usual physical ones such as standing, walking, carrying etc. which are assessed for benefit purposes.
There are different criteria for people with mental health difficulties.
- Hours involved
The amount of time per week spent studying in lectures, classes and seminars may be much less than in paid employment. Even full-time courses may only involve 16 hours per week.
- Pressure
You may feel less pressure when studying compared to working. For example, you do not have to perform for other people. This is more likely to be a factor if you have mental health difficulties.
Will I still be able to claim Income Support as a student?
Part-time study
If your course is part-time your benefit will not be affected as long as you continue to
meet the basic conditions.
Full-time study
You can continue to claim as a full-time student if you meet certain conditions. For
example, if you qualify for a disability premium in your Income Support, receive any part of
Disability Living Allowance (DLA) or have been unable to work for a year.
But if you are aged 16-19 and in further education the rules are stricter. There are also
other circumstances in which you can study and claim Income Support. These are explained in
more detail in our information booklet Income Support for disabled students.
In higher education, if you are eligible for a student loan, part of it will be considered
as income. It can be complicated to calculate how much Income Support you might finally
receive. Our partners on benefit issues, the Disability Alliance, have provided this example
to help you:
If you are a first year student the maximum loan for the 2008-2009 year outside of London is £4,625.
The benefit rules allow you £295 a year for travel costs and £380 a year for books and equipment.
The remaining £3,950 is divided over 42 or 43 weeks, depending on the total number of term weeks.
A further £10 a week is disregarded.
The rest counts as income and reduces your Income Support on a pound for pound basis.
So if your term weeks add up to 42, your weekly loan will be £94.
After £10 has been disregarded the remaining £84 will be treated as income.
Your Income Support will be reduced by this amount - £84.
I’m an international student. How can I find and pay for a university course in the UK?
What is the Special Support Grant?
The Special Support Grant was introduced in September 2006 as an alternative to the Maintenance Grant for full-time higher education students.
It is specifically designed for students with low incomes, including those with qualifying disabilities, who are eligible for means-tested benefits such as Income Support and Housing Benefit.
Although the amounts are the same as the Maintenance Grant - up to a maximum of £2,765 in the academic year 2007/08 - the advantage of the Special Support Grant is that Jobcentre Plus or HM Revenue and Customs do not count it as income when calculating students’ entitlement to benefits or tax credits.
The Special Support Grant has no effect on the amount of Student Loan for living costs that a student can borrow.
Students can apply for the Special Support Grant as part of the main student finance application to their Local Authority or Student Loan Company.
For further information, please refer to our booklet Funding Higher Education for disabled students.
The basic eligibilty criteria for Income Support and Housing Benefit are covered in our booklet Income Support for disabled students.
I heard that you now have to pay to do a second degree or a lower qualification, but that disabled students pay less. What does this mean? And what financial support can I get if I want to do a second degree?
Universities and colleges no longer get funding from the Government to run courses that lead to equivalent or lower level qualifications (ELQs). This means that from 2008 if you already have a first degree (BA or BSc) and you want to do a second degree at the same level, or study for a qualification below degree level, then you will have to pay more than someone who is moving up to a higher level (MA or MSC).
Most ELQ students will now have to pay the full tuition fee. This fee will be around £7,000 or more each year. This is similar to the amount that international students have to pay.
However, if you are a disabled student and you get Disabled Students’ Allowances (DSAs), you can get what is called an exemption. This means that you will only have to pay £3,145 each year. This is the same amount that home (UK) or EU students doing their first degree have to pay.
If you already have a first degree, then you cannot normally get a grant or loan unless you are doing a course that leads to a professional qualification, like medicine, nursing or teaching. But you can still apply for DSAs for second degrees.
Contact the Skill Information Service helpline on 0800 328 5050 or info@skill.org.uk for more advice.
When things go wrong
I want to complain about the way I’ve been treated on my course. I think it might be discrimination. What should I do?
EHRC Helplines
England
Freepost MID02164, Stratford upon Avon, CV37 9BR
Tel: 08457 622 633
Textphone: 08457 622 644
Fax: 08457 778 878
Open Mon, Tue, Thu, Fri 9am-5pm; Wed 8am-8pm
Wales
Freepost RRLR-UEYB-UYZL,1st Floor,3 Callaghan Square
Cardiff, CF10 5BT
Tel: 0845 604 8810
Textphone: 0845 604 8820
Fax: 0845 604 8830
Email: waleshelpline@equalityhumanrights.com
Open Monday to Friday 9am-5pm
Scotland
Freepost RRLL-GYLB-UJTA, The Optima Building, 58 Robertson Street, Glasgow, G2 8DU
Tel: 0845 604 5510
Textphone: 0845 604 5520
Fax: 0845 604 5530
Email: scotlandhelpline@equalityhumanrights.com
Open Monday to Friday 9am-5pm
In Northern Ireland
The Equality Commission for Northern Ireland has the same role:
Equality House, 7–9 Shaftsbury Square, Belfast BT2 7DP
Tel: 028 90 500 600
Textphone: 028 90 500 589
Enquiry line: 028 90 890 890
Fax: 028 90 248 687
Work
I'm interested in becoming a teacher, nurse or doctor but I have heard that I will have to pass a fitness test before starting the course. Will my disability be a problem in entering these professions?
- Adjustments for disabled students
- Applying for Disabled Students’ Allowances
- Understanding the Disability Discrimination Act: information for students
