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Leeds Beckett University - City Campus,
Woodhouse Lane,
LS1 3HE
anticipatory adjustments
Further disability advice
Page last updated:
Anticipatory Adjustments
Leeds Beckett University has a legal duty under the Equality Act (2010) to anticipate the needs of disabled students and all staff share this responsibility.
To support in meeting this duty the university has embedded Standards of Inclusive Practice (detailed below) that are designed to make teaching and learning activities more accessible to all students. By embedding inclusive practices from the outset the need for additional individual reasonable adjustments may be reduced.
The Standards of Inclusive Practice do not replace access to individual reasonable adjustments where these are required and, as such, students who are neurodivergent, have a disability or long-term condition can self-refer (or staff members can refer on a student’s behalf) into the Disability Advice Service for an Individual Adjustment Plan to be created.
Individual adjustments may be based on information provided via the self-referral form, diagnostic documentation or as an outcome of meeting with a Disability Adviser, more information is available via the links below.
Website: https://www.leedsbeckett.ac.uk/student-information/disability-advice/disability-advice-service/
Email: disabilityadvice@leedsbeckett.ac.uk
Phone: 0113 812 5831
Disability Advice Drop-In (details on our website): For help with completing the self-referral form, booking an adviser appointment, quick queries relating to DSA, and signposting to further support and resources.
Teaching and Learning Materials
- Recommended reading and learning material where appropriate will be categorised into essential, recommended and further reading, to enable prioritisation. Essential reading will ideally be no more than 5-10 items per module where appropriate and where possible use the accessible online TALIS system.
- Resources will be in an accessible format and where appropriate/possible include a variety of styles (e.g. hardcopy books, eBooks, journals, and audio/audio-visual).
- To support planning and pre-reading before the taught session, main teaching materials (PowerPoint slides, handouts, and discussion materials) will be available to students electronically at least 48hrs in advance. Tutors may use additional materials during the session.
- Where possible the following will be provided when needed:
- videos will have closed captions where available (some auto-generated captions may be used where embedded captions are unavailable).
- audio information will be closed captioned where possible, or a written/auto-generated transcript provided.
- written information will be made available in electronic format.
Teaching Sessions
- Students will be advised by the tutor at the beginning of the learning session of the approximate time and proposed length of planned breaks and will be allowed to take additional breaks if needed.
- Tutors will notify and give students sufficient time to prepare prior to reading aloud or writing in front of others.
- Where possible and appropriate teaching staff will provide students with additional support and/or signposting to additional resources, to clarify the subject matter or catch up on anything missed.
Recordings
- Students will be permitted to use a recording device/laptop to assist with notetaking.
Note: it may not be appropriate to record some sessions where confidential or sensitive subject material is being discussed. Teaching staff will advise students when recording is and isn’t allowed (see Recording Guidance).
- Where appropriate, offline recordings of taught sessions will be made available within 1 week to students via the lecture capture platform (Panopto).
Note: It may not be appropriate to record some sessions (see Recording Guidance).
- Where available and appropriate teaching staff will use accessibility functions within online platforms (e.g., Microsoft Teams) to record the session, capture any 'chat' threads and generate automated transcription.
Assessment
- All information relating to assessment tasks will be provided in writing on MyBeckett.
- Tutors will provide within the module an opportunity for students to clarify their understanding of the assessment(s).
- Feedback will include strengths and areas for development.
- Students with a disability are eligible for a 10 working day submission window.
Note: If you need support with your submission, please contact your course team – they can offer you advice and guidance throughout your course.
Presentations
- Students will be notified in advance of presentations to allow sufficient time to plan, prepare and practice.
- Presentations will be assessed in line with the module assessment criteria.
- Where possible the impact of difficulties with recall, anxiety, word finding difficulties, eye contact, volume, and pace of delivery will be taken into consideration by the assessor.
- Where it is known that a student may struggle with academic presentation, a scaffolded approach will be discussed with the student. For example, the opportunity to pre-record, deliver to just their tutor, a smaller group, progressing, to a larger group as they gain confidence, skills and strategies in this area.
Field Trips/Study Visits/Residential
- Any known study visits or trips will be communicated to students with advance notification to allow adequate preparation time.
- Teaching staff will initiate a planning meeting with the student to discuss any individual requirements e.g, accommodation/travel.
Exams
- Students are advised to discuss their exam needs with their tutor or/and the Disability Advice team.
Other Information
- Where possible students impacted by fire alarm testing will be directed to information that lists scheduled alarm tests.
Note: Students/apprentices can find this information directly by visiting https://www.leedsbeckett.ac.uk/student-information/disability-advice/disability-advice-service/
