Question to the Department for Education:

To ask His Majesty's Government further to Written Answer by Baroness Smith of Malvern on 8 May (HL6802), how many higher education students self-assessed as having a learning difference such as dyslexia, dyspraxia, AD(H)D, social/communication conditions such as a speech and language impairment, or an autistic spectrum condition in each year since 2015; and how many assessment results took these conditions into account, in each year since 2015.

The numbers of students declaring the conditions referenced are published in detail on the Higher Education Statistics Agency website here: https://www.hesa.ac.uk/data-and-analysis/students/table-15.

The ways in which higher education providers (HEPs) best support these students is based on the individual needs of the student.

HEPs have responsibilities under the Equality Act 2010 to make reasonable adjustments for all their disabled students. Wherever possible, disabled students should expect to have their needs met through inclusive learning practices and individual reasonable adjustments made by their HEPs. They are also entitled to reasonable adjustments in the assessment and marking of their work to ensure that they are not disadvantaged. Students should discuss their needs, provide any appropriate evidence and work with the university's support services to identify and implement suitable adjustments.

Disabled Students’ Allowance (DSA) is available for eligible students in addition to the reasonable adjustments made by HEPs for the provision of more specialist support, such as ergonomic equipment and assistive software. To be eligible for DSA, students must be eligible for higher education student finance and must have a disability as defined in the Equality Act 2010.