anticipatory adjustments

The Course Director or nominated person should ensure that recommendations are shared with all tutors as outlined in the Academic Regulations, Section 7 - Disabled Students.

Teaching and Learning Materials

• Recommended reading and research material to be categorised into essential, recommended and further reading, to enable prioritisation. Essential reading should ideally be no more than 5-10 items per module

• Research materials should include a variety of formats (e.g., books, electronic, videos, podcasts, etc.)
• Ensure PowerPoint slides, handouts, and discussion materials are available to students electronically at least 24hrs in advance
• Materials to be accessible (Academic Librarians may be able to assist in locating accessible material):

• videos should have closed captions (auto-generated captions are not advised)
• audio information should be close captioned, or a written transcript provided
• written information should be provided in electronic format

Teaching Sessions

• Advise students of any scheduled fire alarms
• Advise students of the approximate time for planned breaks and allow individuals to take additional breaks if needed
• Do not ask students to read aloud or write in front of others without adequate preparation time
• Provide additional support to students, where required, to clarify the subject matter or catch up on anything missed 

Recordings

• Use lecture capture (Panopto), to make audio recordings of face-to-face teaching sessions. Please refer to Centre for Learning and Teaching lecture capture guidance
• Use accessibility functions within online platforms (e.g, Microsoft Teams) to record the session, capture any ‘chat’ threads and generate automated transcription
• Permit students to use a recording device/laptop to assist with notetaking

Assessment

• All information relating to assignments and tasks to be backed up in writing and on MyBeckett
• Tutors to provide opportunity for students to clarify their understanding of the assessment(s)
• Consider extension requests on a case-by-case basis up to 10 working days
• Provide constructive written feedback in an electronic format

Presentations

• Ensure students have sufficient time to plan, prepare and practice for any presentations
• Assess presentations for ideas, knowledge, ability to address complex problems and overall communication skills. The impact of difficulties with recall, anxiousness, word finding difficulties, eye contact, volume, and pace of delivery should be taken into consideration.

Placement

• When placements are arranged by the course team, initiate a meeting with the student to discuss disclosure and support needs

Field Trips/Study Visits/Residential

• Provide advance notification of any study visits or trips to allow adequate preparation time
• Initiate a meeting with the student to discuss any individual requirements e.g., accommodation/travel

Disability Advice

• Contact Disability Advice if you feel that additional support is required that isn’t covered in this anticipatory adjustment plan e.g., exam adjustments. Register with Disability Advice here

Disabled Students Allowance

• Check if you are eligible and apply for Disabled Students’ Allowance (DSA)
• Diversity and Ability have a useful DSA – Find Your Way guide

Learning and Teaching

• Access materials in advance of taught sessions to aid preparation and notetaking
• Contact your tutors to access support in catching up on or clarifying any missed information

Assessment

• Contact your module tutor if you require further clarification about an assessment or task
• If you require an extension contact your Course Administrator in the first instance

The Library

• Find out about the additional library support available to students
• Make use of the Disability Resource Areas at both campuses:
  • City Campus, Sheila Silver Library, Room LS315
  • Headingley Campus Library, Room JG G19c
• Borrow books for an initial period of 3 weeks and place 10 books on hold
• You can request coloured paper for printing from library staff if this helps to improve accessibility

Assistive Software

• Make use of assistive software packages. This includes a range of software including mind mapping and read-aloud software. Guides are available to assist you when using assistive software
• Use SensusAccess to automatically convert documents into a range of alternate media such as Microsoft Word documents, audio and PDF files

Skills for Learning

• For support with the development of academic skills, including academic writing, critical thinking, dissertation and essay writing, researching, referencing
• You can find online resources/workshops or contact the team here

Study Skills Drop-Ins

• One-to-one sessions to assist with the development of study strategies, including getting started, using time smartly, reading strategies, notetaking and referencing, planning, and structuring assignments and using Assistive Software

Use this link to book Disability Support - Specialist One to One Study Skills drop-in sessions

Other Student Services

• Student Advice
• Student Wellbeing Team
• Student Money Team