In-class support

  • Oxford Brookes aims to be an inclusive university with staff and students working in partnership to ensure continued improvement.

    Between 2015-17, we consulted with students and carried out research to develop inclusive practice at Brookes. As a result of this research, guides were developed for staff on developing accessible resources, making content available ahead of teaching sessions and designing inclusive learning activities.

    The following principles of inclusive practice are recommended in our guides for staff:

    • At least 24 hours before a lecture, an outline of the session or a copy of any slides to be available on Moodle, along with any details of key terminology, dates, names and formulae and any documents or handouts required for the session - details of this, including where and when it can be accessed, will be explained in the Module handbook. 
    • A prioritised reading list to be provided
    • Teaching to take account of different learning needs by providing a range of learning opportunities, including videos, diagrams, lectures, podcasts, group activities
    • Accessible design guidance to be followed for any handouts or Powerpoints produced by the university (including use of a format that allows you to edit colour and font to suit your preferences
    • Where, for pedagogical reasons, it is not possible to provide certain materials in advance, a clear explanation and advice on preparation to be given
    • If recordings of the sessions are not made, students to be permitted to make their own recordings (see regulation E19 for details of responsibilities of both staff and students).
    • Written individual feedback to be typed where possible.

    The students also gave us their top study tips.

    Further reasonable adjustments in class

    Reasonable adjustments are changes that we may make to how a course is taught or assessed due to a student’s disability. They are part of our responsibility as laid out in the Equality Act (2010).

    In circumstances where it has not been possible for the inclusive practice examples outlined above to be implemented for all students, they can be requested as a reasonable adjustment for an individual student with a Dyslexia/SpLD Equality Memo.

    Other reasonable adjustments in class may be requested, for example the option not to read aloud without adequate opportunity to prepare beforehand. Arrangements for in class tests, such as 25% extra time, can also be made, as agreed with the Dyslexia/SpLD Team and outlined in your Dyslexia/SpLD Equality Memo or Exams form.