Embedding Reasonable Adjustments in the Curriculum (ERAC) Guidance in support of: Inclusive teaching and assessment for all through implementation of Reasonable Adjustments for students with Specific Learning Difficulties (e.g. dyslexia) 1

ERAC: What and Why? 1. Replaces PLPs for the majority of students with Specific Learning Difficulties and more efficiently meets their support needs through an inclusive curriculum 2. MMU Learning, Teaching and Assessment Strategy: MMU Learning, Teaching and Assessment Strategy “An academically rigorous curriculum that places students at its heart and is inclusive and accessible to all” 3. Links to the MMU priority to improve student progression and retention, improve the student experience and enhance engagement 4. Changes to Disabled Students’ Allowance (DSA) 2

Specific Learning Difficulties - SpLD SpLD DyslexiaDysgraphiaDyscalculiaDyspraxia

How do SpLDs affect students’ learning? Common weaknesses: Working memory Processing speed Sequencing Auditory and/or visual perception Spoken language Weaknesses are not universal and vary from student to student 4 Students may take longer to: Read and comprehend Research and extrapolate key information Make notes Accurately express under- standing verbally / in writing Order or plan written work Spell and proofread Remember / recall information

5 Common strengths: Some students show evidence of the following strengths, although these are by no means universal: Good visuospatial skills Creative thinking Intuitive understanding Problem solving How do SpLDs affect students’ learning?

Visual Dyslexia

Inclusive Practice 7 Reasonable Adjustments for students with dyslexia are about use of language, organisation, and the time needed to process information Other students (including non-disabled) are likely to benefit from a curriculum in which these adjustments are embedded as standard practice Inclusive curriculum: “the process of developing, designing, and delivering programmes of study to minimise the barriers that students, regardless of educational, dispositional, circumstantial, or cultural background, may face in accessing and engaging with the curriculum” (adapted from Thomas and May 2010).

Embedding Reasonable Adjustments ‘as standard’ ERAC Recommendations include: 8 Statements about the inclusive practises that will be implemented, removing the need for separate “Reasonable Adjustments” Student responsibilities Resources, people to contact Working with the library

Negotiated deadlines Extra time in exams Loan period The ERAC process Reasonable adjustments are provided ‘as standard’ for all students CRO Exams Officer Library Academic staff Reasonable Adjustments Disclosure Assessment Recommen- dations Circulation of list

Discussion Points 10 Identify issues and challenges AND Explore strategies and solutions 1. Re-negotiating coursework deadlines (for reasons related to a students’ disability) where necessary 2. Extra time (25%) given for timed in-class tests (e.g. timed computer, lab and practical tests) 3. Learning materials and resources provided in electronic format 48h in advance of session 4. Implications of learning environment recommendations for different rooms / activities

Here to help! How to contact the Disability Service Art and Design MMU Business School and Law Hollings Faculty Humanities, Languages, Social Sciences MMU Cheshire Science and Engineering Institute of Education Health, Psychology and Social Care 11 Irene Crow (ext. 3378) Kate Woodward-Harris (ext. 3490) Anna Charles-Jones (ext. 3041) Steve Lee (ext. 3374) Claire Zilkha (ext. 5726) Rose Nelson (ext. 3376) Gill Rice (ext. 2274) Disability ServiceDrop in service: Monday to Friday 9am - 5pm Telephone:

Kath Botham: (Ext. Centre for Excellence in Learning and Teaching Manchester Metropolitan University 1st Floor, All Saints Building Oxford Road Manchester M15 6BH Here to help! How to contact CELT (Centre for Excellence in Learning and Teaching