Guidelines for students and supervisors
It is the legal duty of any education provider to ensure that appropriate reasonable adjustments for students with disabilities and/or specific learning difficulties are in place so that the performance of students during their examination/assessment period is not disadvantaged.
To be considered for reasonable adjustments, it is recommended that a student discuss their needs with their Supervisor and/or Faculty PGR Team to enable adjustments to be made well in advance of the viva taking place. Any adjustments can be updated if additional requirements are identified at a later date. However, any agreed reasonable adjustments must be in place at least one month before that Viva takes place to ensure all parties can be informed.
The following are a suggestion of things to consider in advance of the viva that will vary depending on each student's requirements. This is not intended as a comprehensive list but are examples of best practice.
Neurodivergence includes people with Disabilities such as (but not limited to): Autism, ADHD, dyspraxia, dyslexia, Tourette’s and epilepsy.
Mock Viva Examination
Enabling the student to undertake a mock viva can enable a student to familiarize themselves with the format and expectations of a viva and identify any additional adjustments that may need to be made.
Online, in person or hybrid examination
Students can opt for their viva to take place online, in person or in a hybrid format. Students should consider which format is best for their specific needs and requirements. Where a student requests that their viva takes place in-person, consideration must be given to travel or UKVI (UK Visa and Immigration) restrictions relating to the External Examiner. Due to certain implications this may cause, hybrid or online may, therefore, be the only feasible solution. In cases where the student has requested an in-person viva but not all members of the panel are able to attend, then a hybrid option will be permitted. This means that some panel members will be present in-person and others will join online.
Meet with Chair prior to viva
It is considered best practice for the Chair of the viva to meet with the student prior the examination taking place. As part of this meeting, the Chair should ensure that the student understands the format and expectations of the viva and that all parties have a clear understanding of any adjustments required.
Environment
Consider the space in which the viva will take place and what adjustments can be made to create an environment where the student feels comfortable and safe, minimizing any sensory distractions, where possible. If the viva is to take place in person, this could include thinking about where each panel member will be seated and the use of assistive technology.
Supervisor, support person or advocate
Students are permitted to have their supervisor or a support person present during their viva examination.
Breaks and pacing options
Breaks can be taken throughout the examination to help students to manage their energy levels and reduce potential anxiety or sensory overload. Timings for any breaks can be pre-agreed and/or requested at any time during the viva examination.
Breakout spaces
If a viva is taking place in person, ensuring there is suitable space available for a student to use during any breaks is an important consideration.
Communication
Examiners can be asked to structure and deliver their questions in different ways. The following are examples of adjustments and considerations that can be made;
- present one question at a time (avoiding multi-faceted questions) and be prepared to re-phrase questions if the candidate appears to have misunderstood.
- allow the candidate brief pauses to compose answers.
- allow adequate time to read and absorb any new material that is introduced during the assessment.
- monitor fatigue and provide reasonable breaks as required.
- structure questions into shorter sections, repeating and rephrasing if necessary and allowing intermediate responses.
- write questions down or add to the chat if requested.
- direct examiners to avoid the use of metaphorical language, to be prepared to re-phrase/ask questions in more explicit concrete terms if the candidate is having difficulty interpreting what is being asked or expressing their knowledge clearly and encourage them to redirect/prompt the candidate if they stray off topic or have difficulty judging how much information is required.
- be prepared to re-phrase/ask questions in more explicit concrete terms if the candidate is having difficulty interpreting what is being asked or expressing their knowledge clearly.
- ensure examiners are aware of the potential for unusual behaviour/social communication and greater anxiety than might typically be expected (suggest short breaks if necessary).
- awareness of the potential for more severe anxiety than would typically be expected; adopt a calm, understanding approach, and suggest short breaks if necessary.
