These adjustments represent the ‘assimilation’ stage of the model. They have conventionally been offered to individual students, without any significant changes to the underlying assessment methodology.
Although such adjustments are increasingly seen as reactive and marginalising, it is still useful to know that they are available. Such measures may also be helpful as minor changes to be implemented, on an individual basis, within an overall strategy of inclusivity.
| Time-limited exams: |
- 25% extra time
- scribe or reader
- separate room
- use of a computer
- rest breaks
- use of assistive technology
- use of organisational aids: post-it notes, flipchart paper, coloured pens
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| Take-home exams: |
- 25% extra time to complete script
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| Written assignments: |
- occasional extensions to deadlines
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| Presentations: |
- 25% extra time (arranged through Registry if centrally organised, or directly with tutors if not)
- presentation conducted in front of smaller audience or video-recorded
- pre-presentation discussion with tutors about potential issues in order to decrease student’s anxiety
- adjustments to procedure for questions (see below)
Further information:
Examples of individual adjustments to presentations made for students with dyslexia at York St John University.
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