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Accessibility and Disability Resource Centre


The Accessibility and Disability Resource Centre (ADRC) provides a confidential and accessible service for disabled students and those staff supporting them.

The ADRC’s Purpose

The Accessibility and Disability Resource Centre (ADRC) provides a confidential and accessible advice, information and guidance service for disabled students and University and College staff working with them. The ADRC’s aim is to increase access and attainment for disabled students through academic-related disability support and the application of the principles of inclusive design whilst also meeting the institution's duties to disabled students within the context of disability equality legislation. 


The ADRC’s core remit is to:

  1. Identify barriers to equitable learning opportunities for disabled students and make recommendations to remove the disadvantage faced by disabled students (Social Model approach).
  2. To promote and develop understanding of the principles of inclusive teaching and learning practice (Universal Design for Learning), and to work in collaboration with academic, support and professional services colleagues to put these principles into practice to increase access and inclusion for disabled students (Affirmative Model approach).

The ADRC is responsible for:  

  • Providing information, advice and guidance for prospective & current disabled students on: 
    • Appropriate access requirements related to teaching and learning (including assessment) in both University and College teaching settings 
    • Strategies to mitigate the impact of impairments on study related tasks 
    • Signposting to sources of diagnostic support (e.g., educational psychologists) or other specialist support outside of the ADRC’s remit (e.g., referrals to University, College Mental Health & Wellbeing services). 
    • Sources of funds for access requirements 
    • Productivity tools (e.g., software and equipment) 
  • Facilitating the provision of human and material support to disabled students (e.g., NMH (non-medical help) support and Equipment Loan Pool).
  • Contributing to the development of policy, strategy, processes and training which support the University’s objectives with respect to inclusivity, accessibility and Universal Design for Learning
  • Providing information, advice and guidance to University and College staff on: 
    • Strategies to enhance access and inclusivity for disabled students via: 
      • Training and consultancy 
      • Recommendations for access requirements/adjustments for individual disabled students 
      • Recommendations for inclusive teaching and learning practice. 
      • Productivity tools/assistive technology (e.g., software and equipment)   
      • Recommendations for examination access arrangements (EAA)
      • Evidence-based policy and practice 
      • Data collection and analysis  
  • Providing factual supporting evidence in respect of: 
    • Adjusted modes of assessment (AMA) requests
    • Examination allowances and appeals 

The ADRC is not responsible for: 

  • The provision of or funding for diagnostic assessment services 
  • Clinical or therapeutic support provision 
  • Mental health crisis/emergency support
  • Acting in the capacity of advocate for disabled students in appeals, complaints or formal University or College processes 
  • Adjudication on veracity/acceptability of stated requirements for ESAs or Assistance Animals (these need to be supported by evidence from an appropriately qualified medical practitioner).  
  • Adjudication on veracity/acceptability of stated requirements regarding adapted accommodation or accommodation above the standard for individual colleges (e.g., assessing the need for en-suite accommodation) 
  • Production of PEEPs (Personal Emergency Evacuation Plans)  


"I strongly encourage others in a similar situation to seek out advice from the ADRC, as in my experience, relatively small but intelligent interventions can really be transformative in allowing disabled students to fully realise our potential."

- student response in ADRC student survey -