Project LENS

During 2025–26, Project LENS entered a significant new phase through the redesign of disability registration, needs assessment and the communication of reasonable accommodations. 

The emerging model is intended to ensure that students receive an initial LENS earlier, with standard teaching, learning and examination accommodations identified before key academic deadlines. 

A more structured pathway was developed, spanning pre-entry, registration, transition into university and continued engagement through Semester Two. 

This included: 

• redesigning registration so that supporting documentation and essential student information can be reviewed more efficiently; 

• developing an initial LENS using verified information provided during registration; 

• introducing a tiered approach to triage and support so that the level of intervention reflects each student’s circumstances; 

• prioritising the early identification of examination accommodations before the end-of-October examination deadline; 

• strengthening communication with Schools, course teams, module coordinators and Disability Liaison Officers; 

• developing proactive check-ins, workshops and targeted interventions for students requiring additional support; and 

• improving the processes for reviewing, updating and reissuing LENS reports when students’ needs or academic contexts change. 

The revised approach recognises that not every student requires the same level of one-to-one intervention. It is designed to provide timely standard accommodations at scale while preserving specialist assessment and case-management capacity for students experiencing more complex barriers. 

This work provides the foundation for a more consistent, equitable and sustainable student journey from pre-entry through progression and completion.

The focus for 2026–27 is the consistent implementation of LENS and Professional LENS accommodations across every School.

The programme will combine structured School engagement, staff training, improved digital systems, clearer accountability, compliance monitoring and the revised Non-Standard Reasonable Accommodation process.

1. School readiness and engagement

A structured annual communications programme will support Schools and teaching staff.

Communications will cover:

• responsibilities for implementing approved accommodations;
• access to Power BI reports;
• new and amended LENS reports;
• annual access-list updates;
• examination and assessment deadlines;
• available guidance and training; and
• key implementation reminders throughout the year.

An all-staff communication from the Senior Lecturer and Dean of Graduate Studies will explain how staff can access LENS reports, implement accommodations and find relevant training and guidance.

2. Staff training and legal compliance

The annual LENS training programme will be redesigned and expanded.

It will include:

• live online training;
• recorded training available throughout the year;
• concise written guidance;
• School-specific support;
• briefings for Directors of Teaching and Learning;
• a legal and policy briefing for Heads of School; and
• an annual induction session for newly appointed Heads of School.

Training will cover:

• implementing LENS and PLENS accommodations;
• using SITS and Power BI;
• implementing accommodations in Blackboard;
• examination accommodations;
• continuous and in-course assessment;
• confidentiality and appropriate information sharing;
• Non-Standard Reasonable Accommodation decision-making guidelines;
• recording decisions through HALO; and
• Trinity’s legal and policy responsibilities.

Training will reinforce that approved standard LENS accommodations must be implemented and are not discretionary at School level.

4. Digital implementation

Project LENS will strengthen the systems used to communicate and monitor reasonable accommodations.

This work will include:

• improving Power BI reporting and data quality;
• supporting wider and more consistent School use of Power BI;
• developing a one-page Power BI implementation guide;
• producing a short instructional video for staff;
• exploring opportunities for greater integration between SITS and Blackboard;
• supporting the automation of School notifications; and
• monitoring the Blackboard Ultra integration pilot.

Subject to technical approval, implementation guidance and resources will be incorporated into Blackboard modules.

5. In-course assessment

A focused programme will examine the implementation of accommodations in:

• class tests;
• laboratory and practical assessments;
• presentations;
• vivas;
• group work;
• timed online assessments;
• Objective Structured Clinical Examinations; and
• other competency-based assessments.

The review will identify practical requirements relating to space, invigilation, technology, assistive technology, additional time, scheduling, staffing and administrative capacity.

Project LENS will work with Schools and central services to develop feasible arrangements and equivalent alternatives that maintain relevant learning outcomes and academic standards.

The objective is to support earlier planning at module level and reduce reliance on last-minute individual arrangements.

6. PLENS and placements

Professional LENS supports the implementation of reasonable accommodations in professional programmes and placement settings.

Project LENS will work with professional Schools to improve implementation across:

• placements;
• laboratories;
• clinical teaching;
• professional practice; and
• fieldwork.

The work will clarify the responsibilities of placement coordinators, identify recurring barriers and establish appropriate escalation routes.

7. Late Extension Policy

Project LENS will support the consistent implementation of the Late Extension Policy for disabled students.

This will include:

• operational guidance for Schools and Programme Offices;
• support for Academic Registry;
• monitoring implementation issues;
• reviewing School feedback;
• improving administrative processes; and
• reporting annually to the Senior Lecturer and Dean of Graduate Studies.

A Non-Standard Reasonable Accommodation, or NSRA, may be required when a student’s needs cannot be met through the routine implementation of standard LENS accommodations.

The revised process is designed to support timely agreement between the School and the disAbility Service.

Agree and decide

The School and disAbility Service will use the NSRA decision-making guidelines to identify an appropriate accommodation or an effective equivalent alternative.

Relevant learning outcomes and competence standards will be considered as part of the decision.

The target is for at least 95% of decisions to be agreed within 10 working days.

Record and implement

Where agreement is reached:

• the accommodation will be approved;
• the student will be notified;
• Academic Registry Student Cases will be informed;
• the decision and implementation arrangements will be recorded through HALO; and
• an appropriate note will be added to the student record.

The target is for 100% of agreed NSRAs to be recorded and notified.

Escalate where agreement is not reached

Only cases where a School does not agree will be referred to the Senior Lecturer and Dean of Graduate Studies for arbitration.

Before referral, the School’s academic rationale, the options considered and any proposed alternatives must be documented.

The Director of the Trinity disAbility Hub may seek a review of legal and policy compliance where an arbitrated decision does not approve the requested accommodation.

Review degree-wide arrangements

Degree-wide NSRAs will be reviewed annually with the student and School.

The review will consider:

• relevant modules and assessment formats;
• the student’s continuing functional impact;
• implementation experience;
• any changes in course requirements; and
• whether amendments are required.

Project LENS will deliver:

• an annual School readiness exercise;
• an implementation meeting with every School;
• an annual School communications programme;
• updated LENS implementation guidance;
• recorded LENS information and training sessions;
• a minimum of three live training sessions;
• Power BI guidance and support materials;
• Blackboard implementation resources, subject to technical approval;
• a Heads of School legal and policy briefing;
• an annual induction session for new Heads of School;
• an in-course assessment implementation review;
• an annual PLENS implementation review;
• an annual Late Extension Policy implementation review;
• revised NSRA decision-making guidance;
• an updated HALO NSRA workflow;
• an implementation tracker for the University’s response to the TCDSU report;
• proposals for School assurance and disabled student feedback;
• a Semester One implementation report;
• an end-of-year implementation report; and
• recommendations for further institutional improvement in 2027–28.

By the end of 2026–27, Project LENS aims to establish a more robust institutional approach to implementing LENS and PLENS accommodations.

Through structured governance, annual School engagement, enhanced training, improved digital systems, legal awareness, implementation monitoring and continuous improvement, Trinity will move from a largely notification-based approach to a proactive model that supports consistent implementation across teaching, assessment, placements and the wider student experience.

The intended outcome is that disabled students receive approved reasonable accommodations consistently, promptly and transparently throughout their Trinity education.