This page provides an overview of the different arrangements and adjustments that can be made for disabled students who need to undertake vivas as part of their course.

For disabled students, arrangements are usually communicated to the department via a Recommended Adjustment Page (RAP) following a meeting with a Disability Adviser.

However, although these adjustments can reflect individual circumstances, ultimately, they should be viewed as possibilities for all students.

Please note that this list is not exhaustive and each department may operate differently. The Disability Advisers are not experts in your academic programmes and sometimes you may find that a recommended adjustment cannot be implemented, or that another adjustment would be more appropriate. In these cases, it is important that you discuss this with either your Programme Lead or Head of Department or that you seek advice from the Disability Service.

Some examples of adjustments for vivas:

• Option to have the viva online
• Consideration of scheduling (e.g. morning or afternoon start)
• Opportunity for students to meet examiners beforehand
• Examiners to be given a brief about the student and provided with information that could be useful
• Regular rest breaks or extra time to process information
• Students can ask examiners to repeat information and/or questions
• Students can bring in a notepad and pen to write down questions to help with processing
• Examiners to redirect/prompt the student if they stray off topic or if they are showing difficulty in judging how much information is required
• Examiners are to be direct in their use of language and be prepared to re-phrase in more explicit concrete terms if required
• Consider permission for an appropriate person to attend in a supportive capacity. It should be made clear that this person is not permitted to participate in the viva in any way.

Additional adjustments for d/Deaf and hearing impaired students:

• Brief provided to Examiners beforehand to ensure good practice. For example, ensuring mouths are visible to aid lip-reading
• Facilitation of the student’s use of communication aids. For example, hearing support systems compatible with specific hearing aids such as infra-red/loop systems installed in the room, or portable individual technology
• Examiners can wear/use a microphone
• Communication support such as British Sign Language (BSL) interpreters.

Additional adjustments for students with visual impairments:

• Any printed documentation is to be provided in an accessible format. The student is to state the required format in advance.
• Availability of assistive technology for reading, writing, and note-taking
• Examiners are informed in advance if students will be accompanied by a sighted guide or a registered assistance dog
• Correspondence between examiners and the student following the exam  - for example receiving a list of agreed corrections - sent in an accessible format
• The department is to check with the student beforehand that the room location is suitable or may require navigation if unfamiliar.

Additional adjustments for students with physical disability, mobility impairments, chronic medical conditions and unseen disabilities:

• Viva is to be located in an accessible room,  for example, near disabled toilets or on ground level.
• Check if an approved Personal Emergency Evacuation Plan is required and already in place.