Rationale Document for PLP Recommendations

Learner Development Service Rationale Document for Personal Learning Plan (PLP) Recommendations

Introduction The role of the Learner Development Service is to provide information, advice and support to students who are disabled or who have a long term health condition. This includes resources which are available to them, both within the University and from other external agencies. The Learner Development Service also acts as a source of information and advice to any staff member who is unsure about how to support disabled students or who has any related query.

Part of the service is to meet with students to develop their individual Personal Learning Plan (PLP). The PLP is intended to guide academic and other staff as to the reasonable adjustments within MMU practices and facilities that are required under the Disability Discrimination Act (2005) and the Equality Act (2010), and in accordance with MMU’s Single Equality Scheme (2010). Reasonable adjustments are required where the student’s disability or health condition puts them at a disadvantage when compared to their peers; the intention is remove the effects of these disadvantages. It is not to give any student an advantage over others.

As stated in each PLP the reasonable adjustments outlined in a Personal Learning Plan should not affect the competency standards required to meet learning outcomes of any given programme of study. In addition, as the PLP is a working document and revised plans can be issued to reflect any changes in the student's support needs. Therefore the plan should be reviewed regularly with the student and any queries referred to the Learner Development Service, where necessary.

Overview Learner Development recognise that academics and many other staff members play key roles in ensuring the implementation of PLPs. It is also our understanding that some staff would welcome a more comprehensive rationale for why such recommendations are made in order to inform their actions and/or practice. This document is intended to provide a rationale as to why certain recommendations are made in a PLP. Although several recommendations maybe common to students with varying disabilities; a PLP for one student may differ widely from another for a student with a similar health condition or disability. This is because we take an approach that considers the effects of study activities and assessments on the disabled student, according to the Social Model of Disability. For this reason within this guidance we have avoided making a direct connection between a recommendation and a certain disability or health condition, except where it is felt that this aids understanding of the rationale.

One section is highlighted with a key symbol: . This is because we see this as a key area of enabling practice. N.B. The term “Tutor” in the Responsibility column may refer to any member of the academic staff, according to departmental practice.

1 PLP Rationale Responsibility Recommendation 1 Learning Environment

1.1 Provide reading lists which To help students with organisational difficulties to identify priorities and improve Tutor identify both essential and their time management skills. This is specifically aimed at postgraduate students additional reading who may not be automatically provided with reading lists for their course. 1.2 Clarify questions and Students do not always hear or understand their peers’ questions and comments, Tutor comments made by other so repetition and clarification by a tutor helps to clear up any misunderstandings students before responding or unheard comments. with further information or explanations 1.3 Provide student with Pause after questioning and allow time for student to process information so that Tutor sufficient time to respond to they can respond where appropriate. This may be recommended for students questions with, for example, hearing or cognitive impairments or those with delayed language processing speed; students with speech impediments may require extra time to respond. 1.4 Provide advance notification To allow time for a student to make alternative arrangements, for example if Tutor of room changes whenever physically impaired. Additionally, students with organisational difficulties (e.g. possible Asperger’s) need support in this area. 1.5 Provide learning materials  Lecture materials is understood to include: copies of powerpoint Tutor in electronic format, 48 presentations, an outline of the key areas that will be covered in the hours in advance of session. session.  In situations where staff are given less than 48 hours’ notice that they are leading the session then it should be explained to students the reason why it has not been possible to provide notes.  To enable students to manipulate materials into a format appropriate for disabled students to access, for example large format or the use of a screen reader etc.  To allow for preparation of subject content prior to taught classes, in order for the student to contextualise and absorb information and take notes 2 more easily.  To enable students to review subject content to enhance access to taught classes.  To enable students to annotate handouts to supplement note taking. To provide hearing impaired students with some context to support lip-reading, as unknown words are very difficult to lip-read. N.B. On rare occasions where this is not possible it is important that an alternative means be found for the student to acquire hard copies of information presented 1.6 Provide session outline from This can include, an outline of what is going to be covered in the session or Tutor guest speakers prior to copies of handouts. delivery as appropriate. To enable review of subject content as above – 1.5. NB where no material is provided in a lecture it is important that an alternative means be found for the student to acquire hard copies of information presented. 1.7 Advise all students to raise Effective communication benefits all students and this provision makes teaching Tutor a hand before speaking, methods inclusive, especially for students with hearing and communication with one speaker at a time difficulties.

1.8 Allow student time to Due to reading difficulties, the student requires time to read through text in Tutor prepare in advance of advance to familiarise themselves with it before reading aloud. For example, having to read out loud in students with dyslexia who have poor reading or d/Deaf students who need to class practise pronouncing new vocabulary.

1.9 Allow student to drink during Some students, for example those with diabetes or those on certain medications Tutor class for medical reasons may need, for medical reasons, to consume food and/or drink regularly during (consider H&S) lectures or seminars. Certain environments may require specific safety issues to be addressed (e.g. spillages near electronic equipment) 1.10 Allow student to snack Some students, for example those with diabetes or those on certain medications, Tutor during class for medical may require for medical reasons, to consume food and/or drink regularly during reasons (consider H&S) lectures or seminars. Certain environments may require specific safety issues to be addressed (e.g. spillages near electronic equipment) 1.11 Disability related absences - Such absences may be due to doctor or hospital appointments. Absences may Tutor apply flexibility, subject to also be due to a specific medical condition which interrupts their studies from time course requirements to time and should not count towards attendance requirements. It is appropriate to ask the student to provide evidence (e.g. hospital appointment cards) for such absences.

3 1.12 Discuss communication It is good practice to consult the student as to their particular requirements, as all Tutor requirements with student will differ to some degree. d/Deaf students are an obvious example, but other conditions may require an individualised approach 1.13 Ensure that the student is Some students may require the use of specialist equipment in lectures / seminars Tutor not forced to sit in an which limit their availability of seating; wherever possible ensure the remaining isolated position student body are seated with them.

1.14 Excuse late arrival to Students, for example those with mobility difficulties may have difficulty moving Tutor seminars and lectures from one lecture room to another if they have consecutive lectures. Other reasons may include doctor or hospital appointments, or side-effects of medication. Where this is likely to be known in advance or is a regular occurrence, the student’s responsibility is to inform their department in advance. 1.15 Face the class when Hearing impaired students who rely on lipreading will need to see your face. Do Tutor speaking not obstruct your face.

1.16 The note-taker will introduce Support workers should have ID and they should show this to staff. Note-takers Tutor themselves and liaise with are not expected to engage in class discussion or answer questions directed to tutor as appropriate the group.

1.17 The student has a support Interpreters may need to liaise with staff regarding pacing in sessions. Interpreters Tutor worker to assist their act as facilitators communicating the content of the session to the student, for this communication reason they often benefit from access to handouts before the session; this enables them to be aware of the main points that will be covered and also agree signs for any subject specific signs. Not all words in the English language, especially specialist terms, have a specific sign allocated in British Sign Language. When using a visual aid, pause and allow time for the d/Deaf student to look at it before you begin to speak again. The student cannot look at the visual aid and the interpreter at the same time. Provide the student with details of any teaching / assessments so that they can book the relevant support workers. Most agencies need at least 2-3 weeks notice. Provide the interpreter/note taker with any visual aids/ handouts before the session. In particular, this will allow an interpreter time to prepare for any specialist subject vocabulary beforehand. 1.18 Request subtitled videos via To enable equal access to auditory information used for learning and teaching. If Tutor 4 IT Services not available, see 1.19

1.19 Obtain transcription for un- To enable equal access to auditory information used for learning and teaching. It Tutor subtitled videos is a departmental responsibility to provide learning materials in an accessible format. Information about how to arrange transcriptions or subtitle audio visual material can be found in the ‘Guidelines and procedures for alternative formats’ document available here: http://www.celt.mmu.ac.uk/disability_guidelines/docs/Alternative_format_policy.pd f 1.20 Permit the student to audio To enable the student to create a back up for note taking by recording information Tutor record taught lectures, for provided. Students with difficulties with writing may need to record information in personal use only class as alternative to taking written notes.. (Refer to Policy on Recording -http://www.mmu.ac.uk/academic/studserv/learningsupport/pdf/recording-lectures- guidance.pdf) 1.21 For disability related To enable access to taught sessions missed due to disability-related absences. Tutor absences provide learning For example, students with fluctuating health conditions may have be unwell and materials given in class this may have an impact on their ability to attend all classes. 1.22 Provide verbal descriptions To ensure blind or partially-sighted students can access the information in a Tutor of visually displayed suitable format. information 1.23 Student may need to The student is likely to experience pain or discomfort if sitting in the same position Tutor stand/stretch/move or leave for a long period of time or may need to use the toilet. Some students may need the room during sessions to leave the room due to anxiety attacks.

1.24 Provide clarification of Students that are Hard of Hearing or d/Deaf benefit from clarification of subject Tutor subject specific terminology specific terminology. To allow greater understanding of subject specific terms to on request enhance access to taught classes, reading and research. It also enables the student to expand and develop their own use of this vocabulary. 1.25 Student may be Disabled students with complex or multiple disabilities may require a personal Tutor accompanied by personal support worker to accompany them to classes. Tutors should direct questions at support worker the student and not the support worker and be amenable to any reasonable requests, e.g. organising the room so that it is more accessible.

5 2 Accessibility

2.1 Discuss lighting Ensure sufficient lighting is used in teaching rooms. This facilitates students who Student and Tutor requirements with the lip-read or use an interpreter. If lights need to be dimmed to show visual aids, student please ensure that adequate lighting is left on. Students with visual impairments may require rooms with appropriate lighting. Additionally, some students with epilepsy may be affected by flickering lights. 2.2 Do not use faulty lighting d/Deaf or hard of hearing students will find it difficult to lip read in poor or Tutor to report faults to (bulb or strip flicker). Report flickering lighting and students with epilepsy may have seizures triggered by Facilities faults to Facilities flickering lights. Any faulty lights should be reported to the building reception. If reception are informed that the matter affects a student with a PLP they will flag up the job as urgent.

2.3 Ensure all teaching rooms To enable the student (likely to be a wheelchair user or have a mobility Tutor to request support are accessible impairment) to access the rooms where sessions take place. Facilities should be via Facilities, if required. able to provide advice on routes to rooms if there are queries about how locations are accessed. 2.4 Ensure classes are Students with this recommendation have difficulty moving long distances between Central Timetabling timetabled to minimise rooms. Students with mobility impairments may be substantially disadvantaged if Team x5974 travel travel is unnecessarily excessive 2.5 Arrange access to large For students who are partially sighted to allow them access to course materials. Tutor via ITS screen monitor (for computer and lab work) 2.6 Facilitate access to Students with mobility difficulties may require support to access photocopying SIPs/ Student Life photocopying facilities facilities. Office

2.7 Height adjustable To provide correct posture and access when working in practical classes / labs. Tutor to liaise with ICTS lab/computer bench will be Students with mobility difficulties may require this. or Facilities, discuss required with LDS if necessary

2.8 Liaise with Facilities to To provide ease of access to work benches and improved posture during practical Tutor to liaise with arrange *details of what is classes / lectures. Facilities, discuss with required will be listed in the It is a departmental responsibility to provide the furniture requested, please note LDS if necessary. 6 PLP Facilities do not have access to additional furniture. Contact information for Staff should contact Facilities to co-ordinate the movement of furniture to the Facilities can be found teaching venues the student uses. Information on Facilities contacts can be found by clicking here. here: http://www.celt.mmu.ac.uk/disability_guidelines/good_practice/plp.php

2.9 Liaise with ITS to set up Students may require specific software/ equipment to access course materials. Tutor to liaise with ITS software/large screen For example, large screens/ screen readers etc. monitor/accessible keyboard

2.10 Organise a secure storage For students who have difficulties carrying items such as heavy books around Student Life Office space, possibly a locker campus, may also be recommended for students who need to keep medical equipment/supplies on campus 2.11 Use electronic methods This ensures that information is received by the student about course changes, Tutors such as email/Moodle as meetings and comments on assignments or course progress. For example, errors routine method of can occur when lip-reading and so miscommunications can occur. communicating

2.12 Use integrated hearing loop To enable the student to have full access to taught classes. Mechanisms must be Tutors to liaise with ITS in place to ensure that these systems are fully functional Induction loop systems to arrange this. system where available are used to assist the hearing impaired by transmitting sound from a microphone, television or other sound source, directly to the hearing aid. If a room does not have a loop system, please contact ITS to arrange for a portable loop to be set up.

2.13 If integrated loop system not Induction loop systems assist deaf students by transmitting sound from a Student with Tutor via available, arrange portable microphone, television or other sound source, directly to the hearing aid. Media Services. system via IT Service Tutors should facilitate the use of specialist equipment by liaising with the student directly. Mechanisms must be in place to ensure that these systems are fully functional. Contact Media Services for more information if required. Where fixed microphones are in situ, Tutors should be aware that they need to keep within close proximity to it during the lecture.

7 Practical and Studio sessions

3.1 Allow time for the student to Student may require extra time to read and absorb information. d/Deaf or Hard of Tutor read and assimilate Hearing students cannot read and lipread/ watch the interpreter at the same time instructions before comment so allow sufficient time for the student to do this before continuing.

3.2 Student's personal assistant A personal assistant may be required, for example, by a blind student or student Tutor will support the completion with physical difficulties, to set up equipment for practical sessions. of tasks in sessions

3.3 At the student’s request The personal assistant may require clarification of the tasks they are completing Tutor liaise with assistant about or supporting the student to complete. The assistant may, at the student’s task specific information request, need to liaise with the tutor regarding tasks. 3.5 Student to liaise with staff Some students may require adjustments in order for them to be able to access Tutor regarding any issues practical tasks. Due to the wide remit of practical tasks a student may complete, completing practical tasks and the different impact conditions can have it is not possible to make exact recommendations. It is anticipated that staff will collaborate with students regarding the learning outcomes they need to meet and the adjustments that can be put in place. 4 Laboratory work and Professional Skills

4.1 Allow time for the student to Student may require extra time to read and absorb information. d/Deaf or Hard of Tutor read and assimilate Hearing students cannot read and lipread/ watch the interpreter at the same time instructions before comment so allow sufficient time for the student to do this before continuing.

8 4.2 Student's personal assistant A personal assistant may be required, for example, by a blind student or student Tutor will support the completion with physical difficulties, to set up equipment for practical sessions. of tasks in sessions

4.3 Student is supported in The addition of another person to a class may have implications for Health and Tutor sessions by an assistant, Safety. It is also important to consider what guidance a personal assistant may consider H&S require if they are involved in lab based tasks. 4.4 At the student’s request The personal assistant may require clarification of the tasks they are completing Tutor liaise with assistant about or supporting the student to complete. The assistant may,at the student’s request, task specific information need to liaise with the tutor regarding tasks. 4.5 Initiate discussion with The student would benefit from a discussion regarding the tasks they have to Tutor student regarding potential complete and the impact their condition may have on their ability to complete issues completing tasks these tasks. Therefore, please arrange a one to one meeting to discuss potential support requirements or whether alternative assessment is required. 5 Health and Safety

5.1 Epipen – Student is The student is responsible for administering their Epipen but may require staff to Student responsible for call a first aider and/or an ambulance if they require support after they have arrangements incl. carrying administered the Epipen. & administering 5.2 Student administers The student has medication that they take to control their condition such as Student medication and is insulin, they are responsible for administering this. responsible for this 5.3 A Personal Emergency For students who may have difficulties evacuating from the building during an Student Life Office Evacuation Plan (PEEP) emergency. It is the responsibility of the Student Life Office to organise a PEEP Manager will be required *BECAUSE for the student.

5.4 Student carries alert card on The student will have a card or item which contains details of their condition. In Student and Tutor their person – discuss with case of an emergency staff should be aware of this and communicate to a first student aider/paramedic that the student has an alert card.

9 6 Field Trips and Placements

6.1 Field trip review needed as To facilitate access to learning opportunities of the field trip, which may be difficult Student and Tutor appropriate (use field trip for the student to organise independently due to the nature of his/her disability. checklist) This is likely to affect students with mobility or sensory impairments, amongst others. 6.2 Instigate a meeting with To facilitate access to placement/work experience opportunities which may be Student and Tutor student to discuss difficult for the student to organise independently, due to the nature of his/her placement needs disability/barriers/employers perceptions. To prepare all parties and ensure a successful placement, it is important to identify potential barriers and to take measures to address these.

7 Library

7.1 Allow an extra week on 1 To enable the student to have longer access to texts as they experience Library week loans, if not reserved difficulties with reading and/or language processing speed. 7.2 A telephone call is the For students who are blind or have a visual impairment verbal communication Library preferred way of contacting may be more accessible than text based information. the student 7.3 Extra week on DVD loans May be required by students in advance of lectures/seminars to allow for Library for a period of transcription preparation of subject content.

7.4 Written authorisation Students with mobility or mental health difficulties may be unable to access the Library needed if student requires library on a regular basis and may therefore require their support workers to support worker to borrow borrow books on their behalf. books

7.5 Arrange appointment to Students who have difficulty processing information, or those with conditions Library introduce the student to which have an impact on their communication benefit from a one-to-one library resources introduction to library facilities to ensure they have understood how to access 10 resources. 7.6 Assist student’s identified This support may be required when the support worker is borrowing books due to Library support worker when the student’s difficulty in locating texts and other resources. requested 7.7 Enable priority use of Students, for example partially sighted students, may require use of equipment, Library specialist equipment e.g. CCTV in order to access course materials. 7.8 Provide assistance For students who have difficulties in bending/stretching to reach books in the Library retrieving books from the library or for students who find it difficult to physically get around in the library (i.e. shelves (minimum 24 hours’ difficulties walking long distances). Students should provide a list of the books notice) they would like and then be informed of a reasonable time to return to collect the books. 7.9 Provide copies of Library To enable students to access materials in their preferred format. For example Library Guides in alternative students with visual impairments may need materials in an electronic format. formats

7.10 Support the student with Students with physical or visual difficulties may require this. Library photocopying, printing and scanning in the Library 7.11 Please refer to H&S section This is in place for students who have Health and Safety considerations already for details of student’s listed in their PLP. support requirements

Examinations, assessments and coursework

8 Coursework Arrangements

8.1 Consider reasonable Some students, for reasons relating to their disability may require longer to Student, with tutor requests for renegotiated research information for assignments. Students may also be dependent upon deadlines (if disability- timetabled support staff, for example library support workers. related)

11 8.2 Oral presentations to be To enable the student to deliver a presentation that allows them to demonstrate Tutor delivered to essential their abilities in a manner which is not limited by his/her disability. individuals only 8.3 Student may need to stand Due to the impact of a physical condition, the student may struggle to stand or sit Tutor and/or sit during for extended periods. Therefore, they should be allowed to alternate between presentation standing and sitting if required. 8.4 Allow student to negotiate To allow the student to meet deadlines for submission of assignments because Tutor submitting assignments in health or mobility may prevent them attending university in person. electronic format 8.5 If the student experiences… Students with long-term health conditions such as epilepsy or diabetes may Tutor they may need to leave the experience episodes linked to their condition which have an impact on their ability assessment. Preference is to complete the presentation, for example a diabetic student may become aware to complete assessment they are experiencing the early signs of a hypoglycaemic episode and will need to when they return interrupt their task to take appropriate action. They may also feel that once they have taken appropriate action they are able to complete the presentation. 8.6 Discuss requirements of Students with a sensory impairment may require certain lighting environments to Tutor physical environment enable them to lip read if there will be questions at the end of the presentation. Students with a visual impairment may require certain light levels to enable them to access printed notes. Students with a physical condition may require certain considerations such as accessibility of resources or equipment such as computers, microphones. 8.7 Discuss communication Students who are Hard of Hearing may require questions to be repeated and Tutor requirements with the discussion to be managed so there is only one speaker at once. Students that student are d/Deaf may be working with an Interpreter and will require questions to be addressed and answered through their interpreter. Staff need to liaise with students about the most appropriate way to handle this situation based on the student’s needs.

9 Examination Arrangements

9.1 Apply recommendations to To ensure that students are not placed at a disadvantage during summative Tutor and Exams all exams and time assessments, whether or not they form part of the final marked assessment Officer restricted tests 12 9.2 The following Students are expected to meet the deadlines set for pieces of group work. recommendations only apply to individual assessments and do not apply to group work.

10 Oral Assessments

10.1 The following Students are expected to meet the deadlines set for pieces of group work. Tutor recommendations only apply to individual oral assessments. 10.2 25% extra time to present For students who require longer to respond to questions and read from prompts, Tutor ideas and respond to for example visually impaired students questions 10.3 Allow student access to a The student may require access to a drink due to their condition or due to a side Tutor drink effect of their medication. 10.4 Student may need to stand For students with a physical condition where sitting or standing for extended Tutor and/or sit during periods is challenging. assessment 10.5 If the student experiences… Students with long-term health conditions such as epilepsy or diabetes may Tutor they may need to leave the experience episodes linked to their condition which have an impact on their ability assessment. Preference is to complete the presentation, for example a diabetic student may become aware to complete assessment they are experiencing the early signs of a hypoglycaemic episode and will need to when they return interrupt their task to take appropriate action. They may also feel that once they have taken appropriate action they are able to complete the presentation. 10.6 Discuss requirements of Students with a sensory impairment may require certain lighting environments to Tutor physical environment enable them to lip read if there will be presentations at the end. Students with a visual impairment may require certain light levels to enable them to access printed notes. Students with a physical condition may require certain considerations such as accessibility of resources or equipment such as computers, microphones. 10.7 Discuss communication Students who are hard of hearing may require questions to be repeated and Tutor 13 requirements with the discussion to be managed so there is only one speaker at once. Students that student. are d/Deaf may be working with an Interpreter and will require questions to be addressed and answered through their interpreter. Staff need to liaise with students about the most appropriate way to handle this situation based on the student’s needs.

11 Practical assessments 11.1 Liaise with tutor in advance Due to the varying nature of practical assessments and the learning outcomes Tutor regarding adjustments especially in areas such as Physiotherapy and Nursing it is considered required for assessments appropriate that students discuss support directly with their tutor.

12 Written Assessments

12.1 25% extra time in Extra time in order to take account of slower processing, reading and/or writing Faculty Exam Officer examinations speeds when compared to their peers.

12.2 50% extra time in Extra time in order to take account of slower processing, reading and/or writing Faculty Exam Officer examinations speeds when compared to their peers.

12.3 100% extra time in This is rarely applied in a PLP. Extra time is needed in order to take account of Faculty Exam Officer examinations slower processing, reading and/or writing speeds. Where this would make the examination duration unacceptably long, alternative methods of assessment should be considered. 12.4 Rest breaks at students' A student may need to take rest breaks for a variety of reasons; to stand/stretch, Faculty Exam Officer request (pen down and to eat/drink or take medication, to use the toilet or perhaps just as a ‘break’ clock stopped) 10 mins per (perhaps due to anxiety or hand writing difficulties). Different students will need to hour take rest breaks at different times and the frequency/duration will be individual to each student. The invigilator should make it clear to the student how they should indicate that they would like a break before the exam starts. Appropriate arrangements should be in place for recording the duration of rest breaks to be added on to the end of an exam. 12.5 One examination only per The student experiences fatigue and therefore would only be able to cope with Faculty Exam Officer 14 day one exam per day.

12.6 Arrange for exams in the The student is likely to experience fatigue that worsens throughout the day and Faculty Exam Officer morning, where possible therefore makes it difficult for them to function towards the end of the day. There may be some cases where the student has to have their exams at a specific time of day due to their condition, in which case the recommendation would not include ‘where possible’. 12.7 Arrange for exams in the The student is likely to be taking medication (often for mental health difficulties) Faculty Exam Officer afternoon, where possible which makes it difficult to function effectively in the mornings. There may be some cases where the student has to have their exams at a specific time of day due to their condition, in which case the recommendation would not include ‘where possible’. 12.8 Seat in a smaller venue Students with additional time can be distracted by students leaving in a larger Faculty Exam Officer venue, this is minimised in a smaller venue. 12.9 A room on your own Recommended for students who have support requirements which mean they are Faculty Exam Officer not able to sit with others or where their support would disturb other students if they were in the same venue. 12.10 Student requires seat near The student experiences anxiety/ panic attacks and feels more comfortable Faculty Exam Officer the door/at the situated near to the door. Alternatively they may need to leave the examination back/front/right/left of room in a hurry without disturbing other candidates. The student may be Hard of invigilator Hearing or deaf in one ear and require the invigilator to be stood in a particular position or may have difficulty hearing spoken instructions and may benefit from being sat at the front of the exam venue. 12.11 Arrange use of a computer For students with slow handwriting speed and/or poor legibility or for those Faculty Exam Officer for written exams (not for students who need to make frequent corrections; the use of a computer enables multiple choice) editing and reorganisation which allows more effective self expression. For example, students with SpLDs or writing difficulties. 12.12 Arrange use of a scribe A scribe is recommended to support students with SpLDs and/or handwriting Faculty Exam Officer difficulties in an exam, so that they can effectively communicate their subject knowledge and understanding.

12.13 Work with Interpreter to To enable invigilator information to be communicated to the student and any Faculty Exam Officer communicate invigilator's student queries to be addressed instructions and any queries

15 12.14 Reader & own room OR Some students, for example partially sighted students or students with SpLDs Faculty Exam Officer audio recording in area may be recommended the use of a reader to read examination questions to them minimising disruption and read back what the student has written in response to these questions. 12.15 Provide two copies of the This may be required for students using a reader. Some students may also have Faculty Exam Officer exam/assessment question difficulty tracking information on both sides of a paper. paper

12.16 Allow student to use their Some students have colour sensitivity which makes reading black text on a white Faculty Exam Officer own coloured overlay during background particularly difficult. Use of an overlay is a simple remedy for this exams 12.17 Arrange enlarged font on The student uses large print to read and providing papers in this format will allow Faculty Exam Officer exam papers, minimum size them independent access to questions which is preferable to using a reader. _____sans serif font 12.18 Arrange for Braille question The student uses Braille to read and providing papers in this format will allow Faculty Exam Officer papers them independent access to questions which is preferable to using a reader. Information on arranging this support can be found by clicking here. 12.19 Arrange for language The student finds complex language and phraseology difficult as they are d/Deaf. Faculty Exam Officer modified papers Use of plain English will enable correct interpretation of a question. via the British Information on arranging this support can be found by clicking here: Association of Teachers http://www.celt.mmu.ac.uk/disability_guidelines/docs/Alternative_format_policy.pd Of the Deaf - f [email protected] 12.20 Invigilator information Student has difficulty accessing information in certain formats and therefore will Faculty Exam Officer should be provided in require information in an alternative format. E.g. The student has difficulty hearing accessible format *format spoken instructions and will require information in a written format. will be stated

12.21 Allow student access to Recommended for students with health conditions (e.g. Diabetes) which Faculty Exam Officer snack/drink/medication necessitate access to food/drink at regular intervals. during examinations

12.22 Liaise with Facilities to It is a departmental responsibility to provide the furniture recommended. Faculty Exams Officer arrange for ergonomic Contact Facilities to arrange delivery and set up of furniture to exam location. and Facilities. furniture *requirements will 16 be stated 12.23 Please refer to H&S section The student has Health and Safety considerations listed in their Health and Safety Faculty Exams Officer for details of students section that the exam team should be aware of. support requirements 12.24 The option of using a ------The student’s evidence indicates that they may require certain support, however Faculty Exams Officer was discussed, however they have indicated that do not wish to access this support. This may be student preference is to.. reviewed in the future and the student should contact Learner Development if they want to make alterations to their support. 12.25 Consider providing This recommendation is only made after careful consideration of the medical Tutor alternative assessment evidence and where the prescribed form of assessment may not appropriate for arrangements as the student. Alternative assessment can take any form so long as it demonstrates appropriate the learning outcomes are met e.g. a piece of coursework instead of an exam/viva etc. Further information can be found on the CeLT web site.

Learner Development September 2012