Reasonable adjustments for student vets - summary

This page is a summary of the full document, 'Embracing people with disabilities in the veterinary profession'. It is designed to help veterinary students understand what reasonable adjustments are and how they can support them in their education.

Under the UK disability discrimination legislation, providers of further and higher education are required to make reasonable adjustments for students with disabilities, including those waiting for a diagnosis or a disability assessment. 

This page summarises what those adjustments are, how they are considered, and how they can support students in meeting their learning outcomes.

We recommend reading the full guidance for more detailed information and examples. 

Reasonable adjustments are changes made to remove or reduce a disadvantage experienced by an individual due to a disability. 

Examples may include, but are not limited to:

• Physical changes - eg: ramps, adjustable benches and tables
• Assistive technology - eg: text-to-speech software, digital stethoscopes
• Flexible learning - eg: extra time, rest breaks, quiet spaces
• Human support - eg: scribes, British Sign Language interpreters
• Modified assessments - eg: oral instead of written responses

Veterinary schools are required to consider all requests under UK disability discrimination legislation; however, they may refuse requests that are deemed unreasonable.

What constitutes a reasonable adjustment can vary depending on the context. An adjustment considered reasonable in one institution may not be in another. For example, providing a stand-up wheelchair might be feasible in one setting but considered unreasonable in another due to cost constraints.

Under the Equality Act 2010, a disability is defined as a condition that has a substantial, long-term effect on day-to-day activities.

This includes, but is not limited to:

• Physical disabilities - eg: mobility issues, chronic pain
• Mental health conditions - eg: anxiety, depression, PTSD
• Learning difficulties - eg: dyslexia, dyscalculia
• Neurodevelopmental conditions - eg: autism, ADHD
• Unseen disabilities - eg: Crohn’s disease, endometriosis, chronic fatigue
• Temporary impairments - eg: recovery from surgery or injury

You do not need a formal diagnosis to request support - your needs matter regardless.

Veterinary students must meet RCVS 'Day-One Competent' standards by the end of their course in order to graduate and become a Member of the Royal College of Veterinary Surgeons (MRCVS).

In order to be Day-One Competent, a number of competence standards must be assessed and met. 

While these competency standards themselves cannot be altered to accommodate disabilities, the methods used to assess them can be adjusted.

Examples include: 

• A student with a hearing impairment may use an electronic stethoscope to perform part of a clinical assessment, enabling them to meet the outcome through a slightly different method.
• A student with severe anxiety may be offered regular breaks or use of a quiet space before and after a clinical assessment. The activity stays the same, but these adjustments help minimise its impact.
• A student with a neurodevelopmental condition may be given extra time between tasks to process information. The activity stays the same, but the adjustment allows time to make informed decisions on patient care.
• A student with mobility difficulties could be provided with an adjustable table or chair to position the animal at the correct level. The activity remains the same, but the environment is adjusted to remove barriers. A lay person may also restrain the animal while the student conducts the exam (for further information on appropriate support roles, please see the main document).

• Know your rights: you are entitled to reasonable adjustments
• Disclose early: the sooner you engage with support services, the better
• Be part of the process: work with your tutors and employers or placement providers to co-design your support plan
• Document everything: keep records of your needs, requests, and responses
• Be flexible: adjustments are a shared effort between you and your course provider

• RCVS Day-One Competences
• Disability Rights UK – Education
• Mind Matters Initiative (MMI)
• EHRC advice on reasonable adjustments

Please note: this general guidance does not purport to be legal advice and is not to be relied upon as legal advice. Students and education providers should seek their own advice in the particular circumstances and as required.