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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:
The students also gave us their top study tips.
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.