Academic adjustments, including exam access arrangements, are special dispensations that compensate for disadvantages brought about by disability or chronic or mental illness; the point is not to give the candidates an advantage over fellow students but to level the playing field, i.e. enabling the affected students to complete their studies and examinations under conditions that come as close as possible to those encountered by students who do not have a disability or chronic or mental illness.
Since such compensatory measures must always be adapted to a person's individual needs, there can be no generally binding rules or standard modifications of exam conditions for specific types of disability or chronic illness. In cooperation with teaching staff, the disabilities officer and Examinations Office should work to find the best possible solution for each individual.
Academic adjustments granted during the degree programme are not indicated on the Bachelor's or Master's degree certificate.
Please do not hesitate to seek advice from the Student Disabilities Officer, Dr Ulrike Bunge. She is bound by the duty of confidentiality, advises neutrally and without obligation, also anonymously if you wish. You can arrange a consultation by calling +49 851 509 1154 or sending an e-mail to studieren-mit-beeintraechtigung@uni-passau.de.
Students who, due to a disability, a long-term serious or chronic illness or mental illness, are unable to take examinations in whole or in part under the prescribed conditions or to take them within the deadlines specified in the study and examination regulations, may apply for academic adjustments/exam access arrangements.
Students of the undergraduate law (state examination) programme are advised that the standards applied by the Bayerisches Landesjustizprüfungsamt (Bavarian state examination office for law) differ from those of the University with regard to the granting of exam access arrangements for the law state examination. In the event of a conflict with the present guidelines, the rules applied by the Landesjustizprüfungsamt take priority for this degree programme.
In order to apply for academic adjustments/exam access arrangements, the Examinations Office requires various applications and documents from you, which you must submit to the Examinations Office during the exam registration period at the latest:
Please submit these documents by e-mail to nachteilsausgleich_studierende@uni-passau.de, by post or in person to Ms Christiane Walther-Oeckel (Examinations Office, Innstrasse 41, room VW 209).
The chairperson of the Board of Examiners will decide on your application within three weeks. Subsequently, the Examinations Office send you an official notice (“Bescheid”) of the decision.
In the case of the University law examination, the Dean of the Faculty of Law will decide. For details, see the subject study and examination regulation for your degree programme or the general study and examination regulation of your faculty.
Following a successful application for exam access arrangements you must inform those in charge of planning the examinations in good time:
Please refer to the overview provided by the Examinations Office to find out whether an examination is centrally organised or decentralised.
You must reapply for academic adjustments/access arrangements during each semester and for each examination.
If your academic adjustments/access arrangements are not approved or have not been implemented, please contact the Student Disabilities Officer.
Please also read the guide on academic adjustments for students with impairments (especially with mental and chronic illnesses).
Students studying to become teachers can submit a signed letter requesting exam access arrangements.
Bayerisches Staatsministerium für Unterricht und Kultus
Prüfungsamt
Salvatorstraße 2
80333 München
An official medical certificate is always required for the application for exam access arrangements for state examinations. In addition, you can enclose a copy of your disability pass with the application for exam access arrangements.
The official medical report must certify that due to a non-temporary disability and/or chronic illness you will suffer a considerable impairment when taking the exam. Furthermore, the report should make a recommendation by what percentage the working time should be extended or what other compensatory measures should be taken.
In the case of exam access arrangements for diagnosed dyslexia, the recommendations of the public medical officer are generally decisive. Since spelling and grammar are also marked in state examinations, applications for non-assessment of spelling and grammar usually have no chance of success.
Information sheet [German content]
Ulrich Lutz (STMBW)
E-mail: Ulrich.Lutz@stmuk.bayern.de
To apply for exam access arrangements for state examinations in the study of law (Erste Juristische Staatsprüfung), you should send a letter or e-mail to the Landesjustizprüfungsamt (there is no specific form for this). You can find the contact details at the Landesjustizprüfungsamt under the heading “Nachteilsausgleich”.
The application must be received no later than six weeks before the beginning of the written examination (§ 13(3) sentence 1 JAPO).
This must always be accompanied by a certificate from a district court physician or a district health authority (§ 13 (3) sentence 2 JAPO). In principle, the Landgerichtsarzt (district court physician) or the Gesundheitsamt (district health authority) at the applicant's place of residence have jurisdiction. It is helpful to bring and present existing medical documents and official notices of a previously approved university academic adjustment/access arrangement (if available) to the medical examination so that the medical officer can better assess possible compensatory measures.
The medical certificate should indicate the nature of the illness or impairment and the effects on the your ability to sit the examination.
Mobility impairments are usually recognisable at first glance and are therefore the most present in society's consciousness. These include damage to the musculoskeletal system such as paralysis, deformities and loss of limbs, as well as neurological, muscle and joint diseases. Mobility impairments often require the use of mobility aids such as wheelchairs, walking aids or prostheses.
Mobility impairments can make everyday study life considerably more difficult. Permanent therapies (e.g. physiotherapy) take up a lot of time. Even if the senses of perception are not affected, restricted mobility can have an impact on social interaction, e.g. the ability to turn towards others, and thus hinder participation in conversational situations. In addition, more time is needed for most activities, e.g. for writing, which has an impact on taking notes, writing papers and taking exams. It also takes longer to obtain and consume literature and to travel. Longer distances often have to be covered to get from one building to another without barriers.
Other problems for students with mobility impairments are structural barriers such as inadequate access/entrances, blocked entrances and corridors, missing or non-functioning lifts, workstations that cannot be driven under or insufficient space, e.g. for wheelchairs.
Examples of possible academic adjustments:
Proof: medical certificate or specialist medical certificate if necessary
Mobility impairments are usually recognisable at first glance and are therefore the most present in society's consciousness. These include damage to the musculoskeletal system such as paralysis, deformities and loss of limbs, as well as neurological, muscle and joint diseases. Mobility impairments often require the use of mobility aids such as wheelchairs, walking aids or prostheses.
Mobility impairments can make everyday study life considerably more difficult. Permanent therapies (e.g. physiotherapy) take up a lot of time. Even if the senses of perception are not affected, restricted mobility can have an impact on social interaction, e.g. the ability to turn towards others, and thus hinder participation in conversational situations. In addition, more time is needed for most activities, e.g. for writing, which has an impact on taking notes, writing papers and taking exams. It also takes longer to obtain and consume literature and to travel. Longer distances often have to be covered to get from one building to another without barriers.
Other problems for students with mobility impairments are structural barriers such as inadequate access/entrances, blocked entrances and corridors, missing or non-functioning lifts, workstations that cannot be driven under or insufficient space, e.g. for wheelchairs.
Examples of possible academic adjustments:
Proof: medical certificate or specialist medical certificate if necessary
Visual impairment refers to the impairment of visual perception in terms of visual acuity, field of vision and/or colour perception. The gradations range from colour vision defects to varying degrees of visual impairment and blindness. Visual impairments are not always externally noticeable.
Significantly more time is needed not only for navigating around unfamiliar rooms, but also for most study-related tasks, such as obtaining and working through literature. Additional effort is required in particular when materials are not available digitally and a literature conversion, e.g. in Braille, has to be organised. Students with visual impairments often have visual aids and technical aids themselves, e.g. dictation devices, screen readers and notebooks with speech input and output or with a Braille display as a keyboard supplement. Nevertheless, the abundance of printed texts and visually prepared content represents a major hurdle.
Visual impairments mean that non-verbal signals such as gestures and facial expressions, such as nodding and smiling, can hardly be recognised or not at all. It is therefore difficult for those affected to get involved in discussion rounds and working groups.
For students with visual impairments, the availability of study materials in a form that they can read, e.g. digitally or in large print, is essential. The early provision of scripts, reading lists and presentation topics enables them to prepare well and organise their study matters in good time, which in turn creates security in everyday study life.
Examples of possible academic adjustments:
Proof: medical certificate or specialist medical certificate if applicable
Visual impairment refers to the impairment of visual perception in terms of visual acuity, field of vision and/or colour perception. The gradations range from colour vision defects to varying degrees of visual impairment and blindness. Visual impairments are not always externally noticeable.
Significantly more time is needed not only for navigating around unfamiliar rooms, but also for most study-related tasks, such as obtaining and working through literature. Additional effort is required in particular when materials are not available digitally and a literature conversion, e.g. in Braille, has to be organised. Students with visual impairments often have visual aids and technical aids themselves, e.g. dictation devices, screen readers and notebooks with speech input and output or with a Braille display as a keyboard supplement. Nevertheless, the abundance of printed texts and visually prepared content represents a major hurdle.
Visual impairments mean that non-verbal signals such as gestures and facial expressions, such as nodding and smiling, can hardly be recognised or not at all. It is therefore difficult for those affected to get involved in discussion rounds and working groups.
For students with visual impairments, the availability of study materials in a form that they can read, e.g. digitally or in large print, is essential. The early provision of scripts, reading lists and presentation topics enables them to prepare well and organise their study matters in good time, which in turn creates security in everyday study life.
Examples of possible academic adjustments:
Proof: medical certificate or specialist medical certificate if applicable
The group of speech and language impairments includes voice, speech and swallowing disorders such as stuttering, cluttering and aphasia. There are many different causes, e.g. accidents, traumatic brain injury, muscular dystrophy, tumour diseases and impaired hearing. With speech and language impairments, speaking is less fluent than thinking. This is particularly stressful in communication situations and increases the pressure in group discussions, presentations and oral examinations.
This impairment primarily affects oral participation and oral exams. Articulating and speaking clearly requires a great deal of concentration from students with speech impairments. In addition, the students concerned are under immense pressure when they (have to) speak. The fear of not being able to articulate themselves, of not being taken seriously, of embarrassing themselves in front of others is a burden. Some therefore avoid speaking and isolate themselves socially.
Examples of possible academic adjustments:
Proof: medical certificate or specialist medical certificate if applicable
The group of speech and language impairments includes voice, speech and swallowing disorders such as stuttering, cluttering and aphasia. There are many different causes, e.g. accidents, traumatic brain injury, muscular dystrophy, tumour diseases and impaired hearing. With speech and language impairments, speaking is less fluent than thinking. This is particularly stressful in communication situations and increases the pressure in group discussions, presentations and oral examinations.
This impairment primarily affects oral participation and oral exams. Articulating and speaking clearly requires a great deal of concentration from students with speech impairments. In addition, the students concerned are under immense pressure when they (have to) speak. The fear of not being able to articulate themselves, of not being taken seriously, of embarrassing themselves in front of others is a burden. Some therefore avoid speaking and isolate themselves socially.
Examples of possible academic adjustments:
Proof: medical certificate or specialist medical certificate if applicable
Hearing impairments result in varying degrees of hearing loss. A distinction is made according to the degree and time of onset: congenital, acquired/delayed onset, and hardness of hearing.
Congenital deafness exists from birth. Spoken language is learnt like a foreign language. The understanding of concepts, vocabulary and spoken language are severely limited.
In the case of acquired deafness which developed over the course of life, spoken language could usually be learnt, so that the controlled use of articulation and vocal volume is usually mastered. With both hearing impairments, communication is primarily via signs and sign language.
Hardness of hearing is accompanied by distorted and fragmented, indistinct hearing, in which interfering or background noises such as rustling, street noise and overlapping conversations cannot be distinguished from words. Technical aids are generally used for hearing loss, e.g. hearing aids that amplify sounds but neither block out background noise nor compensate for what is not heard, as well as microport systems and induction loops that send sounds directly from the signal source to a receiver.
The greatest difficulty for students with hearing impairments is communication and not understanding or only partially understanding spoken contributions in seminars and lectures, but also in group work. It is virtually impossible to follow a lecture and at the same time read the blackboard or take notes. The students concerned often only understand fragments of what is said and have to deduce the overall content from this.
Lip-reading cannot fully compensate for this loss of information. Lip-reading is often only possible to a very limited extent in discussions because there is usually no direct visual contact with all the participants in the discussion. In addition, hearing aids transmit information with a slight time delay, making it difficult for students with hearing impairments to participate adequately in discussions. Furthermore, students whose hearing impairment affects their speech often have problems being understood. When congenitally deaf students write papers, they often make similar mistakes to foreign language speakers, as they too have only learnt German as a second language.
Sometimes, hearing loss can mean that students hear less well in a certain frequency range. They may therefore perceive different voices differently and may not be able to understand what is being said in some voices. This means that oral examinations are not always possible.
Examples of possible academic adjustments:
Proof: medical certificate issued by a GP or, if applicable, a medical specialist
Hearing impairments result in varying degrees of hearing loss. A distinction is made according to the degree and time of onset: congenital, acquired/delayed onset, and hardness of hearing.
Congenital deafness exists from birth. Spoken language is learnt like a foreign language. The understanding of concepts, vocabulary and spoken language are severely limited.
In the case of acquired deafness which developed over the course of life, spoken language could usually be learnt, so that the controlled use of articulation and vocal volume is usually mastered. With both hearing impairments, communication is primarily via signs and sign language.
Hardness of hearing is accompanied by distorted and fragmented, indistinct hearing, in which interfering or background noises such as rustling, street noise and overlapping conversations cannot be distinguished from words. Technical aids are generally used for hearing loss, e.g. hearing aids that amplify sounds but neither block out background noise nor compensate for what is not heard, as well as microport systems and induction loops that send sounds directly from the signal source to a receiver.
The greatest difficulty for students with hearing impairments is communication and not understanding or only partially understanding spoken contributions in seminars and lectures, but also in group work. It is virtually impossible to follow a lecture and at the same time read the blackboard or take notes. The students concerned often only understand fragments of what is said and have to deduce the overall content from this.
Lip-reading cannot fully compensate for this loss of information. Lip-reading is often only possible to a very limited extent in discussions because there is usually no direct visual contact with all the participants in the discussion. In addition, hearing aids transmit information with a slight time delay, making it difficult for students with hearing impairments to participate adequately in discussions. Furthermore, students whose hearing impairment affects their speech often have problems being understood. When congenitally deaf students write papers, they often make similar mistakes to foreign language speakers, as they too have only learnt German as a second language.
Sometimes, hearing loss can mean that students hear less well in a certain frequency range. They may therefore perceive different voices differently and may not be able to understand what is being said in some voices. This means that oral examinations are not always possible.
Examples of possible academic adjustments:
Proof: medical certificate issued by a GP or, if applicable, a medical specialist
Chronic conditions are usually not visible or not visible at first glance. Chronic conditions include allergies, asthma, intestinal diseases such as Crohn's disease, diabetes, epilepsy, skin diseases (e.g. neurodermatitis), heart disease, multiple sclerosis, neurological diseases, kidney disease, rheumatism, Long Covid and many more. Chronic conditions have a lasting effect on lifestyle and therefore also on everyday student life. “Good” phases alternate with bouts of illness, which characterises the entire course of study. The state of health often worsens in stressful phases such as exam periods or shortly before deadlines.
Chronic conditions may mean that food and/or medication must be consumed, environmental irritants avoided or rest breaks taken during the course. Concentration problems can also occur due to pain attacks, lack of sleep and side effects from medication. Attendance requirements cannot always be met due to pain, periods of illness or important visits to medical specialists. In addition, long periods of illness and treatment can reduce physical resilience and impair learning speed and performance. As a result, students often need longer to write assignments and prepare for exams.
Courses:
Materials:
Epileptic seizures lasting longer than five minutes, hypoglycaemic shock (“low blood sugar”) and severe allergic reactions, such as strong skin and mucous membrane reactions, asthma or allergic shock, always require an emergency doctor to be called, telephone: 112.
Examples of possible academic adjustments:
Proof: medical certificate issued by a GP or, if applicable, a medical specialist
Chronic conditions are usually not visible or not visible at first glance. Chronic conditions include allergies, asthma, intestinal diseases such as Crohn's disease, diabetes, epilepsy, skin diseases (e.g. neurodermatitis), heart disease, multiple sclerosis, neurological diseases, kidney disease, rheumatism, Long Covid and many more. Chronic conditions have a lasting effect on lifestyle and therefore also on everyday student life. “Good” phases alternate with bouts of illness, which characterises the entire course of study. The state of health often worsens in stressful phases such as exam periods or shortly before deadlines.
Chronic conditions may mean that food and/or medication must be consumed, environmental irritants avoided or rest breaks taken during the course. Concentration problems can also occur due to pain attacks, lack of sleep and side effects from medication. Attendance requirements cannot always be met due to pain, periods of illness or important visits to medical specialists. In addition, long periods of illness and treatment can reduce physical resilience and impair learning speed and performance. As a result, students often need longer to write assignments and prepare for exams.
Courses:
Materials:
Epileptic seizures lasting longer than five minutes, hypoglycaemic shock (“low blood sugar”) and severe allergic reactions, such as strong skin and mucous membrane reactions, asthma or allergic shock, always require an emergency doctor to be called, telephone: 112.
Examples of possible academic adjustments:
Proof: medical certificate issued by a GP or, if applicable, a medical specialist
Mental conditions include depression, neuroses, psychoses, schizophrenia, borderline personality disorder, addictions, post-traumatic stress disorders as well as anxiety, eating and obsessive-compulsive disorders. Mental conditions are usually not visible to outsiders.
Students with mental conditions can exhibit a wide range of symptoms. These include: mood swings, reduced ability to concentrate, communication problems and difficulties in dealing with other people (social withdrawal). In addition, prescribed medication can cause side effects such as tiredness, forgetfulness or concentration problems. Even if students with mental conditions are being treated with medication and/or psychotherapy, the symptoms can occur at irregular intervals, especially during stressful phases. The students concerned have often experienced discrimination. These conditions are usually concealed out of shame or fear of stigmatisation.
Because mental conditions manifest themselves episodically and particularly in stressful phases such as examination periods or before deadlines, it is often not possible to sit examinations, or at least not to a “normal” extent. Performance often depends on the course of the condition: During an acute episode, those affected are barely or not at all able to study and sit exams; in phases when students are relatively well, they are able to perform, but usually not to the same extent as their fellow students. However, after successful psychotherapy and medication, it is also possible that performance is fully restored. Nevertheless, medication can cause severe side effects such as poor concentration, memory problems, sleep disorders and tiredness.
Courses:
Materials:
Please refer students with mental conditions to the Psychological-Psychotherapeutic Counselling Service at the University of Passau.
Examples of possible academic adjustments
Proof: medical certificate or certificate from a psychological psychotherapist or a child and adolescent psychotherapist (up to 21 years of age)
Mental conditions include depression, neuroses, psychoses, schizophrenia, borderline personality disorder, addictions, post-traumatic stress disorders as well as anxiety, eating and obsessive-compulsive disorders. Mental conditions are usually not visible to outsiders.
Students with mental conditions can exhibit a wide range of symptoms. These include: mood swings, reduced ability to concentrate, communication problems and difficulties in dealing with other people (social withdrawal). In addition, prescribed medication can cause side effects such as tiredness, forgetfulness or concentration problems. Even if students with mental conditions are being treated with medication and/or psychotherapy, the symptoms can occur at irregular intervals, especially during stressful phases. The students concerned have often experienced discrimination. These conditions are usually concealed out of shame or fear of stigmatisation.
Because mental conditions manifest themselves episodically and particularly in stressful phases such as examination periods or before deadlines, it is often not possible to sit examinations, or at least not to a “normal” extent. Performance often depends on the course of the condition: During an acute episode, those affected are barely or not at all able to study and sit exams; in phases when students are relatively well, they are able to perform, but usually not to the same extent as their fellow students. However, after successful psychotherapy and medication, it is also possible that performance is fully restored. Nevertheless, medication can cause severe side effects such as poor concentration, memory problems, sleep disorders and tiredness.
Courses:
Materials:
Please refer students with mental conditions to the Psychological-Psychotherapeutic Counselling Service at the University of Passau.
Examples of possible academic adjustments
Proof: medical certificate or certificate from a psychological psychotherapist or a child and adolescent psychotherapist (up to 21 years of age)
The abbreviation ADHD stands for attention deficit hyperactivity disorder. ADHD is characterised by the following three main symptoms:
The individual symptoms can vary in severity and do not necessarily all occur at the same time. The generic term ADHD also describes the form of the disorder in which no hyperactive behaviour is observed, but only attention disorders are present.
Hectic environments, crowded rooms and noisy groups increase concentration difficulties.
Difficulties in everyday student life are the impaired ability to concentrate, an unsystematic way of working in connection with procrastination and forgetting tasks, problems with self-organisation, e.g. “Getting lost” and digressing as well as the frequently limited sense of time.
Courses:
Materials:
Examples of possible academic adjustments:
Proof: medical certificate issued by a GP or, if applicable, a medical specialist
The abbreviation ADHD stands for attention deficit hyperactivity disorder. ADHD is characterised by the following three main symptoms:
The individual symptoms can vary in severity and do not necessarily all occur at the same time. The generic term ADHD also describes the form of the disorder in which no hyperactive behaviour is observed, but only attention disorders are present.
Hectic environments, crowded rooms and noisy groups increase concentration difficulties.
Difficulties in everyday student life are the impaired ability to concentrate, an unsystematic way of working in connection with procrastination and forgetting tasks, problems with self-organisation, e.g. “Getting lost” and digressing as well as the frequently limited sense of time.
Courses:
Materials:
Examples of possible academic adjustments:
Proof: medical certificate issued by a GP or, if applicable, a medical specialist
The two best-known partial performance disorders are dyslexia (reading and spelling disorder) and dyscalculia (difficulties making calculations). Around 4% of all people are affected by dyslexia (also referred to as “reading and spelling disorder”). Students with dyslexia have normal to high intelligence.
A reading and spelling disorder is present when persistent and clear impairments in the area of reading and spelling cannot be explained solely by developmental age, visual problems, inappropriate schooling or intellectual disability.
A distinction can be made between dyslexia and an isolated spelling or isolated reading disorder.
Dyslexia is characterised by deficits in reading comprehension and the ability to recognise and read aloud written words. Students with Dyslexia need more time to read and understand questions and problems. Writing and making necessary corrections also takes significantly longer due to differences in the way information is processed.
Courses:
Materials:
Examples of possible academic adjustments:
Proof: certificates from psychiatrists, child and adolescent psychiatrists, licensed child and adolescent psychotherapists, therapists with proven special experience in the field of learning therapy or dyslexia, or from practices for reading and dyslexia therapy
The two best-known partial performance disorders are dyslexia (reading and spelling disorder) and dyscalculia (difficulties making calculations). Around 4% of all people are affected by dyslexia (also referred to as “reading and spelling disorder”). Students with dyslexia have normal to high intelligence.
A reading and spelling disorder is present when persistent and clear impairments in the area of reading and spelling cannot be explained solely by developmental age, visual problems, inappropriate schooling or intellectual disability.
A distinction can be made between dyslexia and an isolated spelling or isolated reading disorder.
Dyslexia is characterised by deficits in reading comprehension and the ability to recognise and read aloud written words. Students with Dyslexia need more time to read and understand questions and problems. Writing and making necessary corrections also takes significantly longer due to differences in the way information is processed.
Courses:
Materials:
Examples of possible academic adjustments:
Proof: certificates from psychiatrists, child and adolescent psychiatrists, licensed child and adolescent psychotherapists, therapists with proven special experience in the field of learning therapy or dyslexia, or from practices for reading and dyslexia therapy
Autism is a form of impairment in which the processing of information and perception is disturbed. Increased sensitivity to stimuli easily leads to sensory overload from light and noise; people with autism therefore quickly become stressed, find it difficult to concentrate and are easily distracted. People with autism generally find it difficult to recognise gestures and facial expressions, to interpret social and emotional signals and to send them themselves. Sometimes they are surprised and shy when it comes to social behaviour such as shaking hands. However, restraint should not be interpreted as impolite. Unforeseen situations are very challenging for people with autism. They usually require a longer preparation time. Fixed structures and early information that enable detailed planning are very supportive here.
Students with autism have difficulties with social interaction with fellow students and lecturers. They also often have difficulty tolerating background noise or crowds. Commonly, they will often have problems understanding ambiguous tasks, have difficulty estimating how much time they need for certain tasks and have difficulties planning coursework.
Courses:
Materials:
Examples of possible academic adjustments:
Proof: medical certificate issued by a GP or, if applicable, a medical specialist
Autism is a form of impairment in which the processing of information and perception is disturbed. Increased sensitivity to stimuli easily leads to sensory overload from light and noise; people with autism therefore quickly become stressed, find it difficult to concentrate and are easily distracted. People with autism generally find it difficult to recognise gestures and facial expressions, to interpret social and emotional signals and to send them themselves. Sometimes they are surprised and shy when it comes to social behaviour such as shaking hands. However, restraint should not be interpreted as impolite. Unforeseen situations are very challenging for people with autism. They usually require a longer preparation time. Fixed structures and early information that enable detailed planning are very supportive here.
Students with autism have difficulties with social interaction with fellow students and lecturers. They also often have difficulty tolerating background noise or crowds. Commonly, they will often have problems understanding ambiguous tasks, have difficulty estimating how much time they need for certain tasks and have difficulties planning coursework.
Courses:
Materials:
Examples of possible academic adjustments:
Proof: medical certificate issued by a GP or, if applicable, a medical specialist
