Well-being & Inclusion
Accessibility Support Follow-Up
An accessibility support follow-up is a conversation with a student who benefits from accommodations or adjustments, such as adapted exam conditions, accessible materials or flexible deadlines. The question is not about the student's condition but about whether the support in place works in daily life. It does not replace the institution's disability service, which decides what is granted.
15 questions
When to use this template
- A few weeks after accommodations start, to check that they are actually applied in classes and exams.
- Before an exam period, to confirm that the arrangements are ready.
- When a new teacher, course or placement begins, as the student's needs may change with the context.
Questions to ask
How the support works
- 01Which adjustments are you currently using?
- 02How well are they working in your day-to-day studies?
- 03Are they applied consistently across all your classes and teachers?
Obstacles and gaps
- 04Is there a situation where you still meet a barrier, such as a room, a document, a platform or a deadline?
- 05Have you had to explain or justify your adjustments more than you were comfortable with?
- 06Is there something that was agreed but not put in place?
- 07Is there support you do not have yet and think would help?
Exams, placements and everyday life
- 08How well do the arrangements work during exams and assessments?
- 09If you have a placement or a company period, are the adjustments being considered there too?
- 10How accessible do you find the campus, the online tools and the study materials?
- 11Is there something that makes participation in group work or school life harder?
Next steps
- 12How comfortable do you feel asking for what you need?
- 13Who would you like us to talk to, and who should not be informed?
- 14Do you know how to contact the disability service and how to ask for a change?
- 15What is the first thing you would like us to follow up on?
Tips for a useful conversation
- Focus on the support and its effects, never on the student's condition, diagnosis or medical history.
- Let the student decide what is shared and with whom, and be clear about who will be told what.
- Do not decide or promise accommodations yourself: the institution's disability service or the competent body decides, and you refer the student to it.
- Follow up on each gap with an owner and a date, and tell the student what has been done.
- Use the student's words for what works and what does not, rather than your own assumptions.
Mistakes to avoid
- Asking the student to explain their condition or to justify the accommodation again.
- Promising adjustments that only the disability service can grant.
- Sharing the student's situation with teachers or the company without their agreement.
- Considering the matter closed once the arrangements are on paper, without checking they work.
Let Passisto Students hold these conversations
The AI agent holds regular voice check-ins with your students and flags those who need help, so advisors can act early.