The Equality Act (2010) requires higher education institutions to take positive steps to make their education accessible to disabled students and to make ‘reasonable adjustments’ to provision to ensure that disabled students are not disadvantaged. Disabilities may include physical or mental impairments: the majority of these students have specific learning difficulty (SpLD) in the form of dyslexia. Cambridge University Disability Resource Centre has some standard recommendations for appropriate academic support for such students. Further provision may be required in particular cases.
In an organisation of our size and complexity, individual variations in provision are potentially disruptive. However, many of the suggested adjustments are just good educational practice, so represent things we should be doing anyway as a Department that takes pride in the excellence of its teaching. Indeed, we already follow many of the recommendations (e.g. provision of cribs). The approach we have adopted is therefore to aim to have inclusive standard procedures for all teaching activities. Students are expected to make use of available resources to suit their needs, and to contact staff themselves (e.g. lecturers, lab leaders) if additional material is required.
Contact details of part II lecturers can be found on the relevant syllabus pages.
Any enquiries should be addressed to the CUED Director of Undergraduate Education.
The following recommendations have been agreed by the Faculty Board (12 November 2012):
- Electronic versions of handouts should be made available online 24h in advance of lectures or other teaching sessions (e.g. labs). [This allows students who do have special requirements to produce their own customised hard copy if they wish: e.g. single-sided; large format; non-white background].
- Filled-in versions of notes should be made available online after lectures.
- Recording lectures (audio) is often recommended to students as a learning aid. They must sign an agreement to use the recording only for their own personal study, and acknowledging IP and copyright. The agreement form can be found here, and students are asked to provide the Teaching Office with a copy. Lecturers are asked to consent to their lectures being recorded under these conditions. A list of students who have completed agreement forms can be made available on request.
- In labs, instruction should be provided in both written and verbal form.
- Lecturers should remember to pay attention to ‘signposting’ e.g. statement a start of each lecture of what is being covered; tracking progression throughout lecture; summary of main teaching points at end.
- All staff should make particular effort to put new vocabulary into context and explain new concepts. It is helpful to provide some repetition.
Last updated on 25/08/2017 16:31