The purpose of this page is to show the importance of implementing reasonable adjustments in response to student needs and to offer you practical guidance on how to implement these adjustments efficiently. We argue that adopting a more inclusive teaching style using universal design principles is a good place to start and that embracing these changes will foster a supportive and fair learning environment that empowers each student, disabled or not, to reach their maximum potential.
More students are disclosing disabilities
There has been a 182% increase in the number of students declaring a disability during their studies at Newcastle University over the past 9 years, rising from 1,458 in 2014/15 to 4,114 in 2023/24. In the same period, the total student population has increased by only 25%. That is, the proportion of students disclosing a disability has significantly increased over the last decade. In 2014/15, only 6% of students disclosed a disability, whereas in 2023/24, 14% of students did.
Focusing on more recent trends, there has been a notable increase in disclosures of mental health disabilities in particular, from 587 students in 2018/19 to 1,281 students in 2023/24, a 118% increase. Additionally, more students are disclosing multiple disabilities, with the number rising from 182 in 2018/19 to 499 in 2023/24, a 174% increase. This suggests an upward trend in the complexity of students' access needs.
In the MSP school 13% of the student population had an active SSP as of 2022/23. This is the highest proportion among all schools in SAgE, with the School of Computing at 7%, the School of Engineering at 6%, and the School of Natural and Environmental Sciences at 12%. Overall, SAgE had a proportion of 9%.
However, even these figures do not tell the whole story. Disclosure rates are generally low due to various factors, including stigma, lack of enforcement of disability laws and guidelines, the fear of discrimination, and the desire to assimilate with non-disabled peers (Eccles et al., 2018; Ju et al., 2017; Mamboleo et al., 2019; Kohli 2018). Indeed, research indicates that only about 35% of students with disabilities disclose their disability to their university (Newman & Madaus, 2015). Within MSP then, using the data from 2022/23, the proportion of students who are disabled or have a diagnosed/diagnosable medical condition of some form could be as high as 37% (assuming that 35% of such students choose to disclose).
Indeed, in a 2022 survey by the mental health charity Student Minds, 57% of respondents self-reported a mental health issue and 27% said they had a diagnosed mental health condition, the official figure for students in the year 2021/22 was only 5% (The Higher Education Statistics Agency, 2023).
These problems surrounding disclosure highlight that the university's efforts to support disabled students need to address not only those who disclose but also those who choose not to.
Universal design for learning
Universal Design for Learning (UDL) is a proactive educational approach that addresses diverse student needs by anticipating common access requirements from the outset. It’s much less effort for everyone involved, students and instructors alike, when these needs are met upfront.
With all of the modern educational tools we have at our disposal, the possibilities for supporting students in their learning have widened dramatically over the decades, but they are not being utilised.
Our lives are filled with technologies and tools that help people, disabled or not, function more easily. Items like stairs, escalators, scissors, washing machines, and other tools are accepted as essential for any person’s day-to-day functioning. No one questions their use or considers them unnecessary accommodations. Yet, technologies and supports designed to make life easier specifically for disabled people—such as documents formatted in accessible ways—are often seen as unnecessary, burdensome, or special treatment.
As Wilson (2017) notes, this disparity is an example of what Alison Kafer calls the invisibility of nondisabled access and the hypervisibility of disabled access. Both stairs and ramps provide access, but only stairs go "unmarked as access; indeed, it is only when atypical bodies are taken into account that the question of access becomes a problem." (Kafer, 2013).
UDL views disabled and non-disabled access needs at equal levels of importance, utilising new tools and common adjustments to support all students. Inclusive strategies ensure all students, whether disabled or not, have equal access to learning. These adjustments, like providing materials in advance or utilising lecture capture effectively, become standard practices that benefit all learners. Embracing UDL is not a big deal; it’s simply about providing what each student needs to thrive and making education fairer and more effective for all. Even small changes can make a huge improvement in the educational outcomes and wellbeing of students.
Myths to bust
When it comes to accessible and inclusive teaching, several persistent myths act as a barrier to the implementation of necessary accommodations for students with disabilities. These myths reflect common misconceptions and responses encountered when students request reasonable adjustments.
Students won't attend lectures if they are all on ReCap
Contrary to common concerns, there is no systematic evidence that lecture capture leads to lower attendance! Although research on this topic varies in conclusions and methodologies, a consistent finding emerges: lecture capture has little to no impact on student attendance nor academic achievement, and the benefits outweigh the potential drawbacks.
Literature reviews by Witthaus & Robinson (2015) and Banerjee (2021), support this conclusion. They highlight that the real focus should be on maximizing the effectiveness of lecture capture, rather than questioning its use. By emphasizing best practices, we can transform lecture capture into a powerful educational tool that enhances learning outcomes.
Moreover, the vast majority of students use lecture recordings as a supplementary resource, not a replacement for in-person classes (Leadbeater et al., 2013). This usage pattern underscores the value of lecture capture in reinforcing and complementing traditional learning.
To fully realize these benefits, it is suggested that lecturers should clearly communicate the advantages and potential drawbacks of lecture capture. Providing explicit guidance on how to effectively engage with lecture recordings can help students avoid the potential negative effects (Leadbeater et al., 2013).
Disabled students' adjustments should be dealt with case-by-case
The current system of only providing adjustments to students on a case-by-case basis using a Student Support Plan (SSP) is not fit for purpose.
The increase in the number of students with disclosed disabilities at Newcastle University indicates that we must consider a different approach. The numbers speak for themselves: the number of students with disclosed disabilities in 2010/11 was 1,075, the count has nearly quadrupled to 4,114 in 2023/24, and more than doubled since 2017/18.
This explosive growth highlights a critical issue: the case-by-case method is overwhelmed and unsustainable. Disabled students deserve a system that proactively supports their needs rather than one that reacts slowly and inconsistently. The current approach often leaves students without essential adjustments, violating their rights under The Equality Act (2010), causing unnecessary stress and hindering their academic performance. It also places an unnecessary time burden on module leaders through the expectation that they will read through each SSP they are sent and implement each adjustment individually.
There is a strong evidence base that implementing universal design for learning (UDL) principles can address this problem effectively. UDL emphasizes flexible learning environments that accommodate diverse learning styles and needs from the outset, benefiting all students—not just those with disabilities. By embedding accessibility into the very fabric of educational practices, equitable access to learning opportunities for everyone can be ensured.
Under a UDL framework, many common adjustments would be provided by default, significantly reducing the workload associated with individual SSPs. This proactive approach allows educators to focus their efforts on more specific and uncommon adjustments that truly require individualized attention. SSPs would still play a crucial role in addressing unique needs, but their scope and complexity would be significantly streamlined.
Students will disclose their disability and have an appropriate SSP, or will ask the module leader directly for adjustments
It is incorrect to assume that students will disclose their disability to anybody at the university nor that they will subsequently receive an appropriate SSP.
There are several reasons why a student may not disclose their disability, including the fear of stigmatization, discrimination, or not being taken seriously. In addition to this, some may not even know their condition qualifies as a disability or may not have an accurate diagnosis. This can leave students struggling without the support they genuinely need which can affect their academic performance and well-being. To highlight these points, consider the following quotes from students at a UK university where Eccles et al. (2018) conducted focus groups on the issue of disability disclosure:
Even when a student has disclosed their disability, the current system is not especially effective for devising and implementing SSPs. It is slow, bureaucratic, and not capable of giving students timely access to the changes they need to make learning feasible. Additionally, there is little to no guarantee that the alterations provided will be consistent.
Universal Design for Learning (UDL) is an effective solution to this problem (Schreuer & Sachs 2014). UDL is an educational framework based on the needs of various learners that is in place beforehand, placing less importance on disclosures and SSPs.
Teaching under a UDL framework would a priori include some of the most common adjustments required, such as providing lecture notes in advance and creating course materials in an accessible format. This lessens the need for individual disclosures and ensures that the students who do require very specific individual adjustments can have them provided efficiently. More tailor-made SSPs will still prove necessary for those uncommon needs, but the system would be more efficient and not scattergun, providing timelier and more focused support.
Furthermore, relying less on individual disclosure can lead to a more inclusive and supportive campus culture. Students can be supported without the worry of shame or the burden of proof that they are "disabled enough" to need accommodations. This shift isn't only of benefit to students with disabilities, but it improves the learning environment for all.
A proactive, inclusive approach through UDL helps to ensure success for each student and lessens the workload of module leaders. This shift to inclusive teaching practices is urgently needed and has been advocated for in the literature for a long time, yet evidence shows it is not being done. To quote Morina (2024),
“More than 20 years have passed since Stage & Milne's study (1996), yet the results are similar to those reported by the two most recent articles included in this systematic review (Grimes et al. 2020; Vergunst & Swartz 2022). This finding both surprises and concerns us, and prompts us to ask: have universities made so little progress over the years?”.
Adjustments provide an advantage to disabled students
The belief that adjustments provide an advantage to disabled students is a common misconception. Reasonable adjustments are designed to level the playing field, not to give any student an upper hand. They are essential for ensuring equitable access to education, allowing all students to demonstrate their abilities and knowledge under fair conditions. (Equality Act 2010, s.20)
Reasonable adjustments, such as extended time for exams or alternative assessment methods, are necessary to accommodate the diverse needs of students with disabilities. These measures do not compromise academic standards; instead, they uphold the integrity of the assessment process by mitigating barriers that may otherwise impede the demonstration of a disabled student's true capabilities. (Equality and Human Rights Commission, 2014)
Indeed, Vidal Rodeiro & Macinska (2022) found that even when accounting for group differences (e.g., socio-economic status) that could affect performance, students who received accommodations for high-stakes examinations (GCSE exams in the UK) performed similarly to or slightly worse than students without accommodations. This highlights that reasonable adjustments in fact equalize educational attainment and opportunity across disabled and non-disabled students, rather than providing an unfair advantage.
Students learn more from handwritten notes
While some studies suggest that handwriting may enhance memory retention for certain tasks, this perspective fails to consider the diverse needs and abilities of all students, particularly those with disabilities.
Students with disabilities, such as dyslexia, dysgraphia, autism, ADHD, and various physical impairments, can face significant challenges with handwriting. For these students, the act of writing by hand can be a barrier to effective learning. Dysgraphia, for instance, affects fine motor skills and handwriting fluency, making it difficult for students to take notes quickly and legibly. Similarly, students with dyslexia may struggle with the speed and accuracy required for handwriting, while those with ADHD or autism might find it hard to concentrate on both listening and writing simultaneously.
Many students find it useful to engage with lecture material by reviewing lecture notes prior to the class. By familiarizing themselves with the content in advance, they can use the lecture to consolidate, confirm, and expand their understanding (Bui & Myerson, 2014). This pre-lecture preparation can be particularly beneficial for students who need more time to process information or who benefit from a structured approach to learning and is especially useful in complex and cognitively demanding subjects such as mathematics. Prior access to materials containing lecture content can significantly enhance comprehension and retention, particularly for students whose disability may affect their processing speed and working memory.
Another important consideration is the use of "gappy notes", i.e., lecture notes that intentionally leave out proofs, examples, or key details for students to fill in during the lecture. While this approach might be intended to encourage active engagement, and some students find them very useful, it can be particularly challenging for students with disabilities if an alternative version with no gaps is not provided. For example, students with processing difficulties or attention disorders may struggle to fill in these gaps accurately and quickly, leading to incomplete or incorrect notes.
Things you can do
This section breaks down practical steps that you can take to integrate accessibility into your module design and teaching. We explain why and how to provide some common adjustments, which disabilities may neccessitate such an adjustment and advice for when it may be difficult to do this in practice.
Providing all course materials in acccessible formats
Why should I do this?
Anybody can benefit from using assistive technology to aide their studies. Assistive technology spans a broad range of tools which can be anything from a screen reader to braille displays and screen magnifiers. For a document to be accessible it must allow use of these assistive technologies and be able to be adapted for specific needs.
How should I do this?
Creating accessible course materials involves following best practices and using appropriate tools to ensure compatibility with assistive technologies. Here are some detailed steps and recommendations:
Provide documents in accessible formats
HTML:
What is considered an accessible document varies depending on the use, but the “gold-standard” for accessible documents is HTML. PDFs can be considered accessible in some ways, if they are created correctly, but this is uncommon and time consuming. Chirun is a tool which converts LaTeX to an accessible HTML format. Placeholder link for canvas page
Everything, everywhere:
It’s not just lecture notes that need to be accessible. Problem sheets, solutions, statistical tables, slides, assignments, communications, etc. all need to be available in an accessible format. There should not be any course material without an accessible equivalent.
Canvas:
Canvas is an accessible platform, anything posted on the Canvas course (i.e., announcements, pages etc) is accessible for users of assistive technology.
Design for Accessibility
Headings and structure:
Use proper headings and a logical document structure. This helps screen reader users navigate the document more easily.
Cognitive load:
Consider how easy it is to find a specific resource and how easy they are to use (i.e., if a problem sheet requires the use of a statistical table include it on the problem sheet so students don’t have to switch between tabs/windows constantly).
Alt text:
Provide descriptive alt text for all images, charts, and graphs to convey the content to visually impaired users.
Tables:
Ensure tables are used for data, not layout, and include proper headers to make them accessible to screen readers.
Links:
Use descriptive link text that makes sense out of context (e.g., “View the syllabus” instead of “Click here”).
Colours:
Ensure sufficient color contrast between text and background to aid readability for visually impaired users.
Who does it benefit?
Every student!
But in particular, the Supportive Practice Tool and the list of disability specific reasonable adjustments provided by Student Health and Wellbeing Service (SHWS) suggest that the following disabilities/conditions may necessitate this adjustment:
- ADHD
- Anxiety
- Autism
- Cancer
- Chronic Fatigue Syndrome
- D/deaf
- Depression
- Diabetes
- Dyspraxia
- Epilepsy
- IBD and IBS
- Migraine
- Mobility difficulties
- Specific Learning Difficulty (SpLD)
- Visual Impairment
Note: this is not an all-encompassing nor exhaustive list. Some students with the above disabilities/conditions may not require this adjustment and many other disabilities/conditions not listed may necessitate this adjustment
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Consistently uploading materials in advance
Why should I do this?
Uploading course materials in advance provides substantial benefits for students with disabilities, as well as the broader student population. Neurodivergent students often experience difficulties with executive functioning and working memory, which effects planning, organization, and time management (Christopher & Macdonald, 2005; Lukasik et al., 2019; Habib et al., 2019; Barkley & Poillion, 1994).
With advance access to lecture notes, students can preview the content and organize their thoughts, allowing them to follow along more effectively during lectures. This practice helps alleviate the cognitive load that comes with simultaneously processing new information and taking notes (Bui and Myerson, 2014).
In the context of subjects such as mathematics, physics, and statistics, where lectures can be content-heavy and fast-paced, having access to course materials beforehand allows students to familiarize themselves with complex concepts and terminology. This pre-exposure can significantly enhance their understanding and engagement during the actual lecture.
In particular, autistic students often benefit from having predictable and structured environments. Advance access to course materials helps reduce anxiety and allows them to process information at their own pace, leading to a more inclusive learning experience (Gurbuz et al., 2019).
Students with physical disabilities, who may experience chronic pain or fatigue, may face difficulties attending all classes or staying focused throughout long lectures. These students may rely on pre-uploaded materials to keep up with the coursework on days when their symptoms are more severe.
By uploading materials in advance, you can help to ensure that students are not disadvantaged by their disabilities and that all students can engage with the course content in a flexible manner (Sambrook & Rowley, 2010).
How should I do this?
The basics
- Ensure that materials are uploaded to Canvas at least one week in advance, the further in advance the better. This includes all course materials, i.e., lecture notes, slides, practice problems and solutions, etc.
- All course materials being available on Canvas from the start of the semester is the ideal.
- Materials being provided only 24 hours in advance should not be viewed as the standard, but as the bare minimum legal requirement.
Using a course schedule
Develop a course schedule outlining what will be covered, when it will be covered, and when materials will be made available if they are not already.
When creating this schedule, include enough detail so that, at the beginning of the semester, students could feasibly search for and find alternative external resources that are relevent to the course.
Ensure that this schedule is on the module's Canvas page at the point of publication and stick to it as closely as possible. If changes must be made to this schedule, communicate this to students as soon as possible and update the relevant materials in a timely manner.
If it is truly not possible to provide a particular resource in advance, provide students with outlines of key topics/theorems/results etc., so that students are able to find alternative resources in advance of teching sessions, and engourage them to do so. Perhaps also consider collating some external resources to which you could point students to in situations like this.
Who does it benefit?
Every student!
But in particular, the Supportive Practice Tool and the list of disability specific reasonable adjustments provided by Student Health and Wellbeing Service (SHWS) suggest that the following disabilities/conditions may necessitate this adjustment:
- ADHD
- Anxiety
- Autism
- Depression
- Specific Learning Difficulty (SpLD)
Note: this is not an all-encompassing nor exhaustive list. Some students with the above disabilities/conditions may not require this adjustment and many other disabilities/conditions not listed may necessitate this adjustment
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Your material is all handwritten.
Your lecture delivery is highly interactive.
It's all in slides.
ReCap all in-person sessions
Why should I do this?
Students with various mental disabilities, such as depression, anxiety, specific learning disabilities (SpLD), ADHD, and autism, often experience difficulties with working memory ( Christopher and Macdonald, 2005; Lukasik et al., 2019; Grant, 2017; Habib et al., 2019). Bui and Myerson (2014) note that in the context of lectures, the task of note-taking directly correlates with part of the definition of working memory: “the ability to temporarily store and manipulate information.” ( Baddeley, 1992). Students need to hold the lecturer's words in their mind, understand and organize the information, paraphrase it effectively, and write it down—all simultaneously.
Additionally, students with physical disabilities may also struggle with working memory due to their condition, often referred to as “brain fog” (McWhirter et al., 2023). For example, individuals with chronic fatigue syndrome/myalgic encephalomyelitis (CFS/ME), long COVID, fibromyalgia, and other conditions causing chronic pain and/or fatigue, often experience working memory difficulties ( Berryman et al., 2013; Callan et al., 2022; Liu et al., 2021).
Providing access to high-quality lecture capture, along with guidance on how to engage with this resource, is an effective way to support all students’ learning, particularly those with working memory challenges ( Sanders, 2022; Bennett, 2018).
How should I do this?
It is important to recognise that in order to harness the benefits of lecture capture, careful consideration must be taken in how the lecture will be viewed as a recording.
That is, a ReCap recording of a black screen and audio of the lecture (which may be difficult to hear if the instructor is not using a microphone) will not provide the same benefits outlined above and does not serve the intended purpose of lecture recording.
General guidance
- Check that ReCap is set up and working correctly before every teaching session.
- Ensure that anything that is visable or audible in the lecture is visable and audible in the ReCap recording.
- Ensure you are using a microphone and that it works, even if you don't think it is needed.
- If there are no lavalier/lapel microphones available in the teaching space, be mindful of where the ReCap audio is being recorded from and stay close to it and/or increase the volume of your speech.
- Consider creating a backup plan for when the technology in the teaching space is not useable - there will always be the possiblility that the technology fails. This could include using your own devices to record the lecture live and uploading this to Canvas, or recording a new version of the lecture at a later time.
Who does it benefit?
Every student!
But in particular, the Supportive Practice Tool and the list of disability specific reasonable adjustments provided by Student Health and Wellbeing Service (SHWS) suggest that the following disabilities/conditions may necessitate this adjustment:
- ADHD
- Anxiety
- Autism
- Depression
- Specific Learning Difficulty (SpLD)
Note: this is not an all-encompassing nor exhaustive list. Some students with the above disabilities/conditions may not require this adjustment and many other disabilities/conditions not listed may necessitate this adjustment
This might be difficult if (need to fill text)
Your preffered style of instruction is to use the boards
Your lecture delivery is highly interactive.
You do not feel confident with the technical skills required.
Clear communication in writing
Why should I do this?
Students with various mental disabilities, such as depression, anxiety, specific learning disabilities (SpLD), ADHD, and autism often experience difficulties with remembering verbal instructions and organizing information (Boucher, 2009; Barkley, 2014; Reid, 2016; Christopher & Macdonald, 2005; Lukasik et al., 2019; Grant, 2017; Habib et al., 2019). For example, autistic students may struggle to remember verbal instructions and often prefer information in a visual format because it can be processed and referred to over time, unlike spoken communication, which is instant and quickly forgotten ( Howard & Sedgewick, 2021). Written communication allows students to refer back to information as needed, reducing unnecassary cognitive load and helping them stay organized.
Additionally, students with physical disabilities may also struggle with cognitive functions due to their condition, often referred to as “brain fog” (McWhirter et al., 2023). For example, individuals with chronic fatigue syndrome/myalgic encephalomyelitis (CFS/ME), long COVID, fibromyalgia, and other conditions causing chronic pain and/or fatigue, often experience working memory difficulties ( Berryman et al., 2013; Callan et al., 2022; Liu et al., 2021). Clear written communication provides these students with a reliable reference, reducing the need to rely on impaired memory functions.
When written communication is not provided, students might spend unnecessary time and effort re-watching lectures just to find specific verbal statements/instructions, which can be particularly taxing for those with limited time due to their disabilities (Lambert & Dryer, 2017; Holloway, 2001), or they may miss out on the information all together, putting them at a disadvantage. Students with disabilities often face a higher cognitive load and significant time constraints, indeed many disabled people describe managing their disability as akin to having an additional job, involving numerous administrative tasks and medical appointments (Vickerman & Blundell, 2010). These responsibilities add to their overall cognitive and time burdens. For these students, clear written communication about key course information is not just a convenience but a necessity.
This practice not only supports students with disabilities but also improves the learning experience for all students by providing a reliable reference that can be accessed at any time ( Wilson, 2017; Schelly et al., 2011).
How should I do this?
The basics
Module changes
Communicate any changes to the structure or content of the module to students as soon as possible in as many forms as possible . E.g., as a Canvas announcement and as a lecture shout-out and mark any revisions or updates on the relevent document and/or Canvas page.
Instructions
Where specific instructions are given to students, provide a written copy . E.g., instructions on how to import a specific dataset/module in R/Python, or when giving directions around campus.
Written summaries of verbal conversations
After one-on-one meetings or office hours, provide students with a written summary of the key points discussed and any agreed-upon action items or advice. Alternatively, allow (and engourage) the student to make notes or record and be mindful of how fast you may be going, making sure the student can keep up.
Canvas
Detailed syllabus/schedule
Provide a comprehensive syllabus and schedule on Canvas at the beginning of the course that outlines the topics, when they will be covered, and assignment deadlines.
Centralise key information
Ensure all key information is centralized in one easily accessible location (i.e., the Modules page of your Canvas course). Use clear headings and subheadings to organize content logically by date, chapter or topic.
Mark duplicated resources, updates and revisions
If a particular resource is published on the Canvas course multiple times (E.g., lecture notes in different formats, updated or redacted versions of documents) it should be clear to students where content is duplicated, and where revisions or updates are made (including correction of typos) this should be noted so that students can accuratley update their own notes.
Going the extra mile
The following suggestions are given to inspire you to consider different ways you can communicate and present information to make your course even more inclusive. Of course, they also provide more effective and engaging education across the board!
Weekly outlines
Create weekly outlines that summarize the key concepts, objectives, and tasks for each week. This helps students keep track of what they need to focus on and prepare for, helping them manage their time effectively.
Summarise key definitions, theorems, etc
List and summarise key definitions, theorems, proofs, etc in a written format to help students organise their revision. Tell students what must be memorised and what will be provided in the exam.
FAQs
Maintain a frequently updated FAQ section on the course platform addressing common questions from students and signposting additional external resources or readings.
Student feedback
Regularly solicit feedback from students (in addition to the current feedback mechanisms) about the clarity and accessibility of the written materials, the Canvas course, and communication methods. Use this feedback to make continuous improvements.
Who does it benefit?
Every student!
But in particular, the Supportive Practice Tool and the list of disability specific reasonable adjustments provided by Student Health and Wellbeing Service (SHWS) suggest that the following disabilities/conditions may necessitate this adjustment:
- ADHD
- Anxiety
- Autism
- Chronic Fatigue Syndrome
- D/deaf
- Depression
- Diabetes
- Dyspraxia
- IBD and IBS
- Migraine
- Multiple Sclerosis (MS)
- Specific Learning Difficulty (SpLD)
- Visual Impairment
Note: this is not an all-encompassing nor exhaustive list. Some students with the above disabilities/conditions may not require this adjustment and many other disabilities/conditions not listed may necessitate this adjustment
This might be difficult if (need to fill text)
Your material is all handwritten.
Your lecture delivery is highly interactive.
It's all in slides.
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