QMUL policies and guidelines relating to supporting disabled students

• Reasonable Adjustments commonly recommended by the Disability and Dyslexia Service [DOC 41KB]
  
  
• Accessing Reasonable Adjustments via the Disability and Dyslexia Service [DOC 54KB]

• QMUL Accessibility Principles for Text and Multimedia Teaching Materials [DOC 16KB] (A quick reference guide to producing accessible web content for sites including the university website and QMplus)

• Guidelines for inclusive writing and formatting of documents and presentations [PDF 595KB] (Guidance on producing inclusive content for print and digital teaching and learning materials.)

• Guidelines for inclusive writing and formatting of written assessments [PDF 1,158KB] (Guidance on producing inclusive content for print and digital assessments.)

• Checklist relating to Guidelines for inclusive writing and formatting of written assessments [DOC 796KB] (A checklist for staff to assess the inclusivity of written assessments – can be used in conjunction with ‘Guidelines for inclusive writing and formatting of written assessments’.)

• QMUL’s Examination Access Arrangements Policy. [DOC 26KB] (A guide to QMUL’s Examination Access Arrangements procedures including how students apply, what is deemed appropriate supporting evidence and guidance on recommended arrangements for a range of disabilities.)

• Terms of Reference for Examination Access Arrangements Group [DOC 17KB] (Information about the Examination Access Arrangements Group, which reviews cases where students are dissatisfied with the outcome of their application for EAAs.)

• Policy on Recording Taught Sessions [DOC 20KB] (A guide to the lecture recording policy for disabled students including recommended procedures for the university.)

• Policy on the use of Amanuenses and Readers [PDF 28KB] (Guidance on the application process for and policy regarding the use of amanuenses (scribes) and readers in exams.)

• Guidelines for Scribes and Readers for Written Examinations [PDF 24KB] (Guidance for those acting as amanuenses (scribes) and/or readers for disabled students in exams.)

• Policy for staff in Queen Mary Schools and Institutes Receiving Mental Health Diagnoses from Students [DOC 26KB] (Guidance for staff on the procedure to follow if a student discloses they have a diagnosis of a disability, including a mental health condition.)

• QMUL Policy on Assistance Animals [PDF 793KB] (Information on the use of Assistance Animals in QMUL academic buildings and university-managed residential buildings.)

Tips for creating accessible content

• Tips for teaching neurodivergent students [PDF 348KB]

A guide containing tips for teaching neurodivergent students produced by QM Academy and DDS.

• E-Learning Accessibility Top 10 (plus 3)

Tips from QMUL’s E-Learning Unit on making resources and courses more accessible for disabled students.

• Digital Accessibility Checklist [DOC 23KB]

A checklist for staff to assess the accessibility of print and digital teaching and learning content, including course layout on QMplus.

• Creating Accessible PDF Documents (Acrobat Pro)

Instructions on how to make PDFs accessible in Acrobat Pro.

Supporting Visually Impaired students

• Providing Accessible Materials for Visually Impaired (VI) Students [DOC 40KB]

Guidance on making resources and courses more accessible for students with Visual Impairment.

• Supporting the achievement of learners with vision impairment in HE [PDF 3,477KB]

Guidance for HE staff on how they can work with students who have vision impairment to facilitate a positive and inclusive experience.

This resource has been produced by the Vision Impairment Centre for Teaching and Research (VICTAR), University of Birmingham with support from the Royal National Institute of Blind People (RNIB), the Thomas Pocklington Trust and the National Sensory Impairment Partnership (NatSIP).

Supporting D/deaf and Hearing Impaired students

• Supporting D/deaf and Hearing Impaired Students [DOC 359KB]

Guidance on making resources and courses more accessible for D/deaf and Hearing Impaired students.

• Supporting D/deaf and Hearing Impaired Students in an Online Learning Environment [DOC 28KB]

Guidance on supporting D/deaf and Hearing Impaired students in an Online Learning Environment.

Supporting students with mental health conditions

Working with Students with Mental Health Issues [DOC 52KB]

Guidance for teaching staff on supporting students with mental health conditions.

 

 

Supporting students on the autism spectrum

• Advice on teaching students on the Autism Spectrum [DOC 125KB]

Advice for teaching students on the autism spectrum.

Supporting Students with Specific Learning Differences e.g. dyslexia, dyspraxia and ADHD

• A typeface for Dyslexia 

This site allows you to download OpenDyslexic, an open source font created to increase readability for readers with dyslexia.

• (Installing Fonts on QMUL machines [DOC 12KB])

Instructions on how to install fonts on QMUL computers.

• Working with Students with ADHD [DOC 50KB]

Top ten tips for staff who are teaching students with Attention Deficit Hyperactivity Disorder (ADHD).

Training opportunities for staff

• Queen Mary Academy and DDS jointly run the course Developing Inclusive Education for Neurodivergent Learners which provides an asynchronous module with a follow-up interactive workshop.  More information can be found here.