Procedure for Requesting and Implementing Reasonable Accommodations

1.  Introduction

This procedure sets out how National College of Ireland (NCI) manages the request, assessment, approval, and implementation of reasonable accommodations for students with disabilities, in line with the Reasonable Accommodations Policy. It applies to all registered students who disclose a disability and to all staff responsible for supporting or implementing accommodations.

2.  Roles and Responsibilities

The table below outlines the responsibilities of the various staff involved in providing reasonable accommodations to students with ongoing disabilities.

3.  Procedure

3.1. Request and Registration

Students who wish to request reasonable accommodations must disclose their disability and register with the Learning and Disability Support Service (LDS).

Registration can take place at any stage during a student’s programme; however, early registration, ideally at the beginning of the academic year, is strongly encouraged to ensure supports are in place before assessments or examinations.

To begin the process, students should contact LDS to arrange an appointment:

• Email LDS@ncirl.ie to schedule a meeting, or
• Attend Registration Drop-In Week at the start of each semester (dates are circulated by email and posted on the LDS webpage).

As part of registration, students must provide supporting documentation confirming their condition or diagnosis. Evidence may be:

• Submitted in advance of the Educational Needs Assessment (ENA) meeting via email to LDS@ncirl.ie , or
• Presented during the ENA meeting itself. Acceptable evidence includes:
• A medical or specialist report confirming a long-term condition or diagnosis, or
• An educational psychologist or specialist-teacher report confirming a specific learning difficulty.

Once registration and documentation are complete, an LDS Advisor will arrange an Educational Needs Assessment (ENA) meeting to discuss the student’s needs and potential supports.

Key Dates / Notes

• Registration Drop-In Week: early in each semester (dates announced by email and on the LDS webpage).
• Evidence: can be submitted before or at the ENA meeting.
• Early registration is encouraged to ensure supports are in place before assessments or exams.
• Reviews: may be requested at any time if needs or circumstances change.

3.2. Assessment and Approval

Once supporting evidence has been received, the student meets with a member of the Learning and Disability Support Service (LDS) for an Educational Needs Assessment (ENA). The ENA meeting provides an opportunity for the student and LDS Advisor to discuss:

• the nature and impact of the student’s condition,
• the course or module requirements that may be affected, and
• the supports or accommodations that could enable the student to participate fully.

Following the meeting, the agreed accommodations are recorded in an Educational Needs Assessment (ENA) Report. The student receives a link to their ENA via email to review and approve. Approval is required before accommodations can be implemented; students should contact LDS if they have any questions or wish to request changes.

With the student’s consent, LDS shares the finalised recommendations with relevant staff through the secure ENA Portal. Students do not need to circulate the report themselves, and all information is managed in accordance with data-protection requirements.

3.3. Implementation and Review

This phase covers how approved accommodations are implemented, reviewed, and adjusted where necessary. Once reasonable accommodations have been approved through the Educational Needs Assessment (ENA) process, they are implemented and monitored in collaboration between the Learning and Disability Support Service (LDS), academic staff, and relevant College offices.

3.3.1.  Implementation of Supports

Approved accommodations are implemented by the relevant NCI teams, including the Examinations Office (for end-of-semester exams), Academic Departments (for in-class and continuous assessment), and LDS (for oversight and student liaison).

In determining reasonable accommodations, the integrity of each programme and its learning outcomes must be maintained. The following factors are considered:

• the effectiveness of the accommodation in addressing the disadvantage;
• whether the accommodation would compromise academic standards or professional or regulatory requirements (including Fitness to Continue in Study considerations);
• health and safety implications;
• the potential impact on other students; and
• the financial or resource implications for the College.

Where required, guidance on accessible assessment design is available from the Teaching Enhancement Unit.

3.3.2.  Duration and Review of Accommodations

Approved accommodations normally remain in place for the duration of the student’s

studies unless their circumstances change.

Students may request a review of their ENA at any time, particularly if:

• their condition or needs change;
• course or assessment requirements change; or
• they transfer to a new programme.

At the start of each semester, ENA notifications are circulated automatically to relevant staff implementing supports. LDS also reminds students of review opportunities through semesterly communications.

3.3.3.  Concerns or Non-Implementation

If a recommended accommodation is not being provided, the student should contact LDS as soon as possible.

Upon notification, LDS will liaise with the relevant staff or department to resolve the issue promptly. Staff members are reminded that the College has a legal obligation to provide reasonable accommodations for students with disabilities.

3.3.4.  Alternative Assessment Requests

In exceptional cases where approved accommodations do not adequately address a

student’s needs, an Alternative Format for Assessment may be considered. Where the existing reasonable accommodations do not enable a student to complete an assessment, an Alternative Format for Assessment may be requested.

The process is as follows:

• Needs discussion: The student meets with LDS to outline the issue.
• Form completion: LDS completes the Alternative Format for Assessment Request Form in consultation with the student.
• Submission to Vice Dean: The form is submitted to the relevant Vice Dean for review.
• Consultation and decision: The Vice Dean consults with the Programme Director or other relevant staff before making a decision.
  • The request may be approved (alternative format permitted) or declined (with written justification).
• Communication: If approved, the alternative assessment format is added to the student’s ENA Report so relevant staff are notified automatically through the LDS system.
• Staff support: Where lecturers need assistance designing or implementing an alternative assessment, the Teaching Enhancement Unit provides guidance to ensure academic integrity and accessibility.

A visual overview of the entire process is provided in the flowchart below.

Flowchart A: Alternative Assessment

4.  Types of Reasonable Accommodations

Reasonable accommodations are determined through the Educational Needs

Assessment (ENA) process and tailored to each student’s individual requirements. The examples below illustrate the main categories of accommodations typically approved at NCI.

This list is indicative rather than exhaustive; specific supports are identified through consultation between the student, the Learning and Disability Support Service (LDS), and relevant academic staff.

Categories:

• Exam Modifications – additional time, alternative formats, use of reader or scribe technology, or separate venues.
• Assistive Technology – specialised software or equipment enabling independent access to learning and assessment.
• Lecture Accessibility – provision of course content or lecture materials in accessible formats.
• Physical Accessibility – accessible classrooms, furniture, and facilities.
• Alternative Format for Assessment – where existing accommodations are insufficient, Schools may provide an alternative assessment format while maintaining academic standards.
• Work Placement Reasonable Accommodations – Please refer to Procedure for Requesting and Implementing Reasonable Accommodations for Work Placement Students

4.1. Common Examination Accommodations

The following examples reflect typical supports approved for formal examinations. These are implemented by the Examinations Office or relevant School, as recorded in the student’s ENA Report.

Table 1: Examples of Examination Accommodations

4.2 In-Class Supports

In-class supports are normally implemented by the relevant School or Programme in collaboration with LDS.

Many of these align with Universal Design for Learning (UDL) principles and are embedded in standard teaching practice. The list below provides examples of additional accommodations recorded in a student’s ENA Report.

Table 2: Examples of In-Class Supports

4.3 Temporary Accommodations

Temporary accommodations may be approved for students with short-term injuries or illnesses (for example, post-surgery recovery or broken limbs).

These are arranged through LDS or Student Support, in consultation with the relevant School or department, and recorded in the ENA Report.
 

Table 3: Examples of Temporary Accommodations

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