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Reasonable adjustments for student vets - summary

This summary provides a quick and accessible overview of the document, Embracing people with disabilities in the veterinary profession. 

For a more detailed explanation and further examples, please refer to the full guidance.

On this page:

The purpose of this page

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/disability assessment. 

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

What are reasonable adjustments?

Reasonable adjustments are changes made to remove or reduce a disadvantage faced 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 or a quiet room
  • Human support - eg: scribes, British Sign Language interpreters
  • Modified assessments - eg: oral instead of written responses

Assessing reasonable adjustment requests

In line with the UK disability discrimination legislation, vet schools must consider all requests for reasonable adjustments; however, requests can be refused.

What could be deemed a reasonable adjustment for one institution may not be reasonable for another.

For example: providing a stand-up wheelchair may be reasonable for one provider but untenable for another due to cost. 

What counts as a disability?

Under the Equality Act 2010, a disability is a condition that has a substantial, long-term effect on an individual's normal day-to-day activities.

This includes but is not limited to:

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

You don’t need a formal diagnosis to request support - your needs matter either way.

Competence standards and assessment

Veterinary students must demonstrate they are RCVS 'Day One Competent' 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 the competence standards themselves cannot be changed to accommodate disabilities, the methods used to assess whether a student meets that standard can be adjusted.

Examples: 

  • A student with a hearing impairment could be supported by using an electronic stethoscope to perform part of a clinical assessment, meeting the outcome through a slightly different method.
  • A student with severe anxiety could be offered regular breaks or use 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 could 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/chair to access the animal at the correct level. The activity remains the same, but the environment is adjusted to remove the barrier. A lay person could also restrain the animal while the student performs the exam (for further information on how a layperson can support a student, see the main document).

Key takeaways for students

  • Know your rights: you are entitled to reasonable adjustments.
  • Disclose early: the sooner you engage with support services in your education provider, the better.
  • Be part of the process: work with your tutors and employers / 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.

Key resources

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