Masters Area

In this section, students will be able to find more information regarding alternative examination arrangements, including the procedure to request it and the deadlines to do so. It also contains examples of alternative arrangements. Students are responsible to keep up-to-date. Note that all documents will be visible by clicking on top of the blue lettering.

Procedure to request alternative examination arrangements

• Students must send their requests via email to the Master's Special Requests team (to the address specialrequests.masters@novasbe.pt).
• Students must include an explanation of the nature of their specific disability and a medical statement.
• The answer will be sent to students by the subsequent week, containing the alternative format of the assessment indicated by the Pedagogical Council (appropriate to the students' condition).

Deadlines to request alternative examination arrangements

• T1 Exams and S1 Midterms: September 30th (Thursday)
• S1 Exams and T2 Exams: November 11th (Thursday)
• T3 Exams and S2 Midterms: February 17th (Thursday)
• S2 Exams and T4 Exams: April 14th (Thursday)

Examples of alternative examination arrangements (as per the Student Handbook)

• For students with vision impairments or motor disabilities that limit movement of the hand and arms, written examinations should be replaced by oral examinations or alternative setups of assessment given the nature of the students' specific disability.
• For students who are deaf or have significant hearing impairments, oral examinations should be replaced by written examinations or alternative setups of assessment given the nature of the students' specific disability.
• In cases where the disability has implications in slow reading or writing, additional time for the exams should be provided. The extent of additional time allowances will depend on the requirements of the individual student though this is limited to a maximum of double the scheduled time.
• If an examination question contains components (e.g. illustrations, graphs, etc.) that are difficult for students to understand and if these are crucial for an adequate understanding of the question, the instructor should make adjustments by using an alternative form to demonstrate or explain information.