Disability Learning Support

Reasonable adjustments and support can include, but are not limited to:

• Extra time in exams
• Coursework extensions
• Extended library book loans
• Tailored in-class adjustments
• Support with Disabled Students Allowance (DSA) application process

To ensure your tutors and relevant staff understand how to support you, we share essential information through a Reasonable Adjustment Form (RAF). This document outlines the adjustments you’re entitled to and helps staff put them in place.

The University sets deadlines for facilitating exam support for the main assessment periods in January, April/May and the July reassessment period.

To ensure your exam adjustments are in place, please complete the online registration form well before your exam period begins. Registering early gives us enough time to review your needs and put the right support in place.

For the July exam period, the deadline for issuing Reasonable Adjustment Forms is 5 June 2026.

Neurodiversity refers to the natural differences in how people's brains work, learn, process information, communicate, and interact with the world.

Neurodivergent people may have neurodevelopmental conditions, including dyslexia, ADHD and autism. These conditions are neurological, lifelong, often run in families, and are not related to intelligence.

At university, they may influence how students learn, process information, communicate, organise tasks, manage attention, navigate social situations, respond to sensory environments, and adapt to change.

While neurodevelopmental conditions can create challenges in some aspects of study, they are also often linked to unique strengths, perspectives, and ways of solving problems. Everyone's experience is unique, and strengths and challenges do not always fit neatly into a single category.

Common neurodevelopmental conditions

The following information provides an overview of some common neurodevelopmental conditions. 

Many neurodevelopmental conditions can occur together, and it is common for people to have more than one diagnosis or area of difference.

Dyslexia, dyspraxia and dyscalculia are often referred to collectively as Specific Learning Differences (SpLDs).

Dyslexia

Dyslexia is a specific learning difference that mainly affects reading, spelling, writing, and processing written language. Students with dyslexia may find it harder to read quickly, organise written work, or remember verbal information.

Many dyslexic people have strengths in creativity, problem-solving, and seeing the bigger picture.

Find out more on the British Dyslexia Association website.

Dyspraxia / Developmental Coordination Disorder (DCD) 

Dyspraxia, also known as Developmental Coordination Disorder, affects coordination, movement, and organisation. At university, it can impact handwriting, note-taking, time management, practical tasks, and planning.

People with dyspraxia may experience challenges with fine motor skills, such as writing, and gross motor skills, such as balance or coordination.

Find out more on the Dyspraxia UK website.

Dyscalculia

Dyscalculia is a specific learning difference that affects understanding and working with numbers. It can make tasks involving calculations, maths concepts, time, money, measurements, and sequencing more difficult.

Find out more on the British Dyslexia Association website.

ADHD

Attention Deficit Hyperactivity Disorder (ADHD) affects attention, concentration, organisation, impulse control, and activity levels. Students with ADHD may find it difficult to stay focused, manage deadlines, remember information, or balance multiple tasks.

ADHD looks different for everyone and may involve inattentive, hyperactive-impulsive, or combined traits.

Find out more on the ADHD UK website.

Autism

Autism is a neurodevelopmental condition that influences how a person experiences, processes, and responds to the world around them. At university, it may influence communication, social interaction, sensory processing, and adapting to change.

Every autistic person is different and has their own combination of strengths, preferences, and support needs.

Find out more on the National Autistic Society website.

Screening and diagnostic assessments 

We offer an online SpLD/ADHD screener, as well as a separate autism screener.

Before we can refer you for screening or a potential diagnostic assessment, you will need to meet with a disability adviser. This helps us understand your circumstances and ensure you are directed to the most appropriate support.

We do not provide autism assessments or clinical ADHD assessments. These assessments are available through the NHS following a referral from your GP, or through privately funded services.

Some disabilities, conditions, or chronic illnesses aren’t immediately visible. This can sometimes make it harder for others to recognise when you need support, understanding, or a bit more time.

The Sunflower lanyard is a simple and voluntary way to let people know that you have a non‑visible disability. By wearing it, you’re signalling that you may appreciate extra help, understanding, or flexibility – without needing to explain your situation.

Wearing a Sunflower lanyard is completely optional.

Where to get one

You can pick up a free Sunflower lanyard from any of the four main campus receptions.

Want to learn more?

Visit the Sunflower Scheme website to explore more about non‑visible disabilities or the Sunflower scheme.

Our contemplation rooms are open to all students, colleagues and visitors – people of all faiths and none. These spaces are designed for quiet reflection, meditation and prayer.

Dedicated prayer rooms with separate male and female entrances are also available. 

As shared spaces, please help maintain a calm and respectful atmosphere. Chairs are provided in all rooms. 

Locations 

35 Marylebone Road 

• Room B.205 – Sub podium level 2 (two floors below ground). Access via the stairwell near the canteen or by lift. 
• Access: Open  

309 Regent Street 

• Room B.29 – Basement level, in the corridor parallel to the Deep End. Accessible by stairs or lift. 
• Access: Open 

Little Titchfield Street  

• Faith Room – Basement level 1, down the stairs leading to Portland Hall. 
• Access: Key required from the security desk by the rear exit 

115 New Cavendish Street 

• Room CLG 10 – Ground Lower Floor, accessible by stairs or lift. 
• Access: Open 

Harrow 

• Room G1.1 – Ground floor of A Block, near the corridor leading from the Watford Road security desk to the Kodak Lecture Theatre. 
• Access: Open 

For enquiries, contact Yusuf Kaplan, Interfaith Adviser: [email protected]. 

Restrooms are available in every University building for students and staff who need a quiet space to rest or recover following a medical issue. Each room includes a bed, sink and sharps box; most also have a phone. 

Keys can be collected from the building’s reception or front desk. 

Locations 

Harrow 

• Room JG22 – J Block 
• Access: key available from Security Desk on Ground Floor, A Block 

Marylebone 

• Room MG35 

115 New Cavendish Street 

• Room CG50 

Regent Street 

• Room G07 

Little Titchfield Street 

• Room 3.30 

The University offers in-person campus tours to get a taste of student life at Westminster and ask your tour guide any questions you may have.

Tours last about 45 minutes and consist of up to 15 people. The tours are tailored around participants' courses or subjects of interest.

During the tour, you'll have the opportunity to see our fantastic teaching spaces, facilities and more up close. 

If you have specific access requirements and would like support during your visit, we encourage you to let us know when booking your tour so that appropriate arrangements can be considered.

For more information, please visit our Campus tours page. 

Visiting a campus before starting your studies can help you identify any access requirements and familiarise yourself with the environment. If you have questions about accessibility or disability-related support, please contact us before your visit at [email protected].

To help you familiarise yourself with our learning spaces before visiting, video walkthroughs, sensory maps and location maps are available for our Student Centres and libraries.

What is a Library Sensory Map?

Sensory maps are created for each library campus to highlight areas with strong sensory features, including lighting and noise levels, and other environmental factors. 

• They are designed to support students with sensory sensitivities, including neurodivergent students.
• They are useful for planning visits and identifying spaces that best suit your sensory preferences and study needs.
• Maps may identify quiet study areas, busier locations, brighter lighting, accessible routes and other environmental features.
• These resources can help reduce uncertainty before visiting a new environment and support independent navigation of library and student centre spaces.

For more information, please visit the Library Guides website.

Visiting a library before starting your studies can help you identify any access requirements and familiarise yourself with the environment. If you have questions about accessibility or disability-related support, please contact us before your visit at [email protected].

For Home students on eligible courses, much of the support available at University is funded through the Disabled Students’ Allowance (DSA). DSA is a non repayable grant that covers disability related support during your studies.

DSA is managed by Student Finance England. You can apply for DSA on its own or alongside your Student Finance application. For full eligibility criteria and application guidance, please visit the DSA website. We strongly recommend applying as early as possible.

To apply for DSA, you will need supporting documentation, such as a doctor’s letter or a diagnostic assessment report. If you do not have this, a relevant professional can complete the DSA Disability Evidence form.

Computer Costs Assistance Scheme

You may be recommended a new computer through DSA – for example, if you do not currently have a computer or if your existing device does not meet the specifications required for specialist software recommended for you.

If this happens, you will be asked to contribute the first £200 towards the cost. The DSA team will provide full details.

You may be eligible for a £200 grant from the University to cover this contribution. If you have questions, please contact the Student Funding team at: [email protected] or book an appointment via Engage.

Apply for the scheme

Miscellaneous Assistance Scheme

If you need supporting documentation for your DSA application – such as a doctor’s letter – and your doctor charges a fee, you can apply to reclaim this cost through the Miscellaneous Assistance Scheme.

To apply, complete the application form and email it, along with PDF copies of the required documents, to the Student Funding team at: [email protected]. Please ensure each attachment is clearly named so the content is easy to identify.