Manchester Metropolitan University expects all programmes to design and deliver an inclusive curriculum that reduces the need to make individual adjustments for many students.
There are a number of core expectations identified by the Inclusion and Disability Service that ensure disabled students are able to access the curriculum - students will be made aware of these.
Some students may require additional disability related reasonable adjustments: the Disability Adviser will identify these through a Personal Learning Plan (PLP).
Core expectation: Learning materials and resources (for example PowerPoints or an outline of the session) will be provided, in an editable electronic format, at least 48 hours in advance of sessions. This is to allow for preparation of subject content prior to taught classes, in order to contextualise and absorb information and take notes more easily. This is also important for students with processing and sensory difficulties who need to use specialist software and/or support workers to access materials.
- Students will be provided with session outlines from guest speakers prior to delivery where possible. As above.
- Online materials/resources will be accessible to ensure all students have equal access to course materials and resources.
- Students will be given time to read and assimilate instructions before being asked to respond. This is to allow sufficient time for students to process new information (this may include time to make notes), think about questions and provide a response. This may be particularly helpful for students with processing and/or concentration difficulties.
- Students will be provided with information in advance about how the course/unit will be delivered. This is particularly beneficial for students with processing difficulties, mental health difficulties or those on the autistic spectrum who may need time to adapt to changes to routines.
- Classes will be delivered in a structured way to allow students to follow topic changes easily. This is helpful for students with processing and/or concentration difficulties.
- Important references and sources will be displayed visually. This is particularly important for D/deaf students or those with concentration/short term memory difficulties.
- Reading lists will be provided that identify both essential and further reading. This supports students’ prioritisation of their workload.
- Additional explanations will be provided in classes, on request, to facilitate better understanding. Students that have difficulties absorbing and retaining information due to disability related reasons may require additional explanations to facilitate their understanding.
- Questions and comments made by other students will be clarified. This supports students who may not have clearly heard the question/comment.
- Subject-specific terminology will be clarified on request. D/deaf students or those with memory difficulties may need some support acquiring and retaining new terminology.
- Students will be given sufficient time to respond to questions. Students with processing, concentration, mental health or speech difficulties may need more time to formulate and verbalise their thoughts.
- Students will be given advance notice of room changes. This is particularly important for students with mobility difficulties or those who may struggle adapting to change.
Assessment of your work
- Information about assessment deadlines will be provided via Moodle. This support students who may have missed some classes or the content of classes.
Laboratory, studio, practical, field-based, professional skills and placement activities
- Risk assessments will be presented and explained both verbally and in writing. A multi sensory approach ensures all students have the same level of access.
- Students will have an opportunity to discuss fieldwork and placement needs, if requested. It is recognised that for some students, they do not require this support for all fieldwork/placements, but they benefit from the opportunity to discuss fieldwork or placement needs with staff if required.
- If students are expected to undertake precisely defined tasks and experiments, they will be provided with detailed instructions ahead of time in order that they can familiarise themselves with what is required. This allows students time to adequately prepare and to identify any potential barriers or difficulties with tasks so they can request support if required.
- Students will be given sufficient time to take notes during explanations and demonstrations of activities, and to formulate responses and respond to questions. This benefits students who are D/deaf or students with processing or concentration difficulties.
- Students will be able to speak to a tutor if they have any concerns about group work. This is supportive of students who may struggle due to social anxiety or social/communication difficulties.