You should discuss your individual requirements with Disability Services and your department but some examples of reasonable adjustments that can be available in HE include:

General

All students provided with a course overview or ‘road-map’ for the whole course, in a format that is accessible to them. This includes reading lists

Teaching materials used in the learning and teaching environment are inclusive by design and available in advance of teaching

Teaching is delivered in an inclusive manner and is accessible for students to access afterwards online

Appropriate academic and generic support with preparing coursework is available.

Access to lectures

All venues are accessibleLearning outcomes stated at the outset of each lecture

Lectures recorded and available to download

Students allowed to make personal recordings of lectures

Single note-takers provided for each lecture where disabled students are attending

Student helpers or support workers available to act as scribes where necessary

Multi-sensory presentation to appeal to all learning styles

Handouts

Handouts available in advance and on line; institutions use

Virtual Learning Environment (VLE) facilities e.g. WebCT, Blackboard to enable all students to access handouts in any format they find suitable

Clear font used (e.g. Arial) of at least 12 point

Non-glare cream/ivory paper used for handouts

A clear structure provided which offers a simplified version of the lecture

Handouts with reading lists give library class/shelf number

Access to tutorials

Students able to make a sound recording of the tutorial if they find note-taking difficult

A summary of the tutorial made available

References to literature written down rather than given verbally and names of authors spelt out

SpLD students not be asked to read aloud (without prior preparation)

Reasonable adjustments in relation to coursework

Advanced timetables in course outlines to assist with planning

Tutors give written essay feedback in a word processed format especially if their handwriting is difficult to read, when requested

Tutors provide recorded comments for students, when requested

Flexible access to tutors for follow up questions

Time Limits on Coursework

A rigorous whole institution policy so that (all) students know what to expect

Communication between departments to establish agreed time-limits is essential

Departments ensure that deadlines for assignments are staggered

If departments offer joint courses, deadlines are checked with the co-operating department

Extensions are not automatic but granted if applied for and supported by a good case as with all extenuating circumstances

Individual reasonable adjustments

Specific colour paper used for handouts where recommended for a particular student

Mobility training/Orientation

Access to research

Named contact for disabled students in libraries to assist as necessary

Extended loans for library material

Provision of alternative format publications, free of charge, for disabled students where required for disability related reasons and supported by evidence

Developing study skills

Named contact for disabled students in each academic department

Academic support available for all students in all academic departments

A dyslexia specialist available at each institution

Specialist one-to-one support for students with SpLDs available from the institution for one hour per week, per SpLD student

Access to IT and Assistive Tcehnology

Networked computer suites available for student use

Networked computers to have AT software installed as standard

Networked computers to have roaming profiles and facility to store student preferences

Quiet rooms available for priority booking by disabled students

AT trainers available in each institution

Free Wi-Fi available at different sites across institution

Practical studies

Practical support to be provided in workshops and laboratories, as required

Competence standards: An institution is not required to make any reasonable adjustments to the application of a competence standard.

A competence standard is an academic, medical or other standard applied for the purpose of determining whether or not a person has a particular level of competence or ability.

Institutions have genuine competence standards in place to ensure all candidates are able to demonstrate their ability in a particular area. Institutions review entry, course and examination criteria to ensure they are not discriminatory and that appropriate anticipatory reasonable adjustments are in place.

Examinations

Consideration of, and adjustment to, exam requirements where appropriate

Exam support workers

Exam reader/scribe

Assessment

Advance dates given for assessments.Draft work accepted for checking well ahead of the deadline

Alternative forms of assessment where appropriate and evidence based need

There should be a rigorous Whole Institution Policy

Oral presentation of work allowed in the form of vivas, but both staff and students need training in the use of vivas to meet the learning outcomes of courses. When allowed, vivas recorded for external examiners

The option of students presenting coursework instead of doing examinations considered (but see competency standards)

Examinations with an open book provision is considered

Audio or video presentations allowed for students who find direct presentation difficult (e.g. due to expressive language difficulties)

Mind mapped presentations may be acceptable for some assessment components

Practice items readily available and marked if requested

Projects and work of a more practical kind, may be acceptable alternatives to dissertations

Portfolios or presentations may be acceptable alternatives to essays

Short answer responses may be an acceptable alternative to essays in some contexts

The use of voice activated software allowed if needed

The use of text reading software, if needed

Double marking of work in terms of looking at its content and then its form considered

In examinations, students have additional time, and if necessary the use of information technology with the facility to change the background colour and font, access to large print versions of the questions and the services of a reader or amanuensis

Alternative forms of assessment reviewed at Academic Progress Review Boards.

Source: Annex B from BIS Guidance Document 16/10/2014