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Learning Adjustments

Students with a disability that affects their learning can obtain a "Learning Profile" from the Disability Service. This will typically contain some "Learning Adjustments" that should be put in place for the student. 

Application of learning adjustments is compulsory.  They are required so as to make our teaching accessible.  The Disability Service has information for staff


  • Coordinator of adjustments: Pamela Docherty 
  • Disability contact: Toby Bailey 
  • MTO: Louise Durie  

Mainstreamed adjustments

Mainstreamed adjustments are universal and should be applied whether or not the teacher in question is aware of students in the class who would benefit.  See for full policy.   Not all are applicable in a mathematics environment. 

  • Prioritised reading lists are NOT regarded as appropriate or necessary for School of Mathematics courses except for the small number that have "reading lists". 
  • Providing keywords and formulae is NOT regarded as appropriate or necessary for School of Mathematics courses because lectures are typically dense with such things. 
  • Course outlines and reading lists available 4 weeks before course starts.  
    • We consider the course syllabus to be the "outline".  For reading lists, see above. 
  • Students should be aware of intended content in advance.
    • While providing any  hand-outs and/or printed notes in advance is generally good practice, this adjustment does NOT mean that full lecture notes must always be provided in advance.  Rather, it means that students should have a reasonable idea of the area to be covered, as might be provided by a schedule of lecture content, a list of pages from a textbook or skeleton notes. 
  • Students shall be notified by email of changes or announcements such as changes to courses, room changes or cancellations.
    • The School regards this as good practice independent of this policy.
  •  Students shall be permitted to audio record lectures, tutorials and supervision sessions using their own equipment for their own personal learning.
    • In the context of workshops and similar activities only, the School reserves the right to refuse permission for this where it may compromise the effectiveness of the session.  (For example, it may be that recording reduces the willingness of other students to contribute.) 
  • All teaching staff shall ensure that microphones are worn and used in all lectures, where available, regardless of the perceived need to wear them.

Individual adjustments

NOTES The status of some learning adjustments with respect to SoM is still under discussion; the management system is new for 17-18 and we have only very recently had access to it.  Policy will evolve as we gain experience.  

As a CO you will have access to all learning profiles of students on your course. This is available under "course adjustment breakdowns" towards the top-left of the Euclid/Students screen. 

  • Some adjustments such as "extra time in exams" are handled outside the School.
  • Some adjustments such as "requiring exams on coloured paper" are handled largely or entirely in MTO. 
  • Only a minority of adjustments need to go to tutors.  These include "essential adjustments" (often serious health issues) and those appropriate to workshops (e.g. "student should not be required to answer questions in class).  Circulation of these adjustments to tutors will be handled in MTO. 
  • At this stage, it is not possible to provide a comprehensive list of adjustments and SoM policy in regard to them. (And new adjustments may appear as new situations arise.)  Course Organisers should consider the full list of adjustments for their course and if in any doubt how to conform to them, discuss with the Coordinator of Adjustments or the Disability Contact.  

Implementation in SoM

The following qualifications apply to mathematics courses. 

  • When using audio visual presentations subtitles must be provided
    • This should not preclude showing short video clips where there are few words or which are not central to understanding the course. 
  • Provide materials for in-class activities at least 24 hours in advance  
    • Only when pedagogically appropriate
  • Course materials, examination materials and information to be delivered by alternative method 
    • We will discuss whether this is possible
  • Tasks to be broken down into smaller chunks if requested by student
    • Only "where appropriate" -  Finding and executing a multistage strategy to solve problems is a central mathematical skill. 
  • Solutions to tutorial questions should be provided in writing after class 
    • Only where pedagogically appropriate. 
  • Student to be allowed to take an individual project in place of group project.  AND Alternatives to oral presentations to be identified and agreed with student.
    • Not implemented in cases where group working / oral presentation skills are a learning outcome. 
  • Student should not be penalised for an inability to contribute in class, and should not be approached/asked to do so.  AND Do not ask student to write up information on a board in a group situation in a university setting  
    • We interpret "approached" and or "asked" as meaning "required" so that the possibility of contribution is not completely removed. 
  • Student given permission to study remotely by prior arrangement.
    • Only "where possible".  It may be impossible for many SoM courses. 
  • 57. Student has specific requirements for teaching/examination/study rooms AND Ensure that all areas used for teaching purposes are wheelchair accessible  AND Ensure all areas used for teaching and assessment/examination purposes are either on ground floor or lift accessible. AND Student will be supported by an electronic notetaker who will require a chair without arms, a desk large enough to accommodate their equipment, plus access to a power socket. 
    • We have explained that there is very little the School can do and pretty much nothing a CO can do on these. The School will do what it can via CoA, DC and MTO. 
  • Student may request late submission for some assessments ......   recommendation does not apply to weekly hand-ins for formative or summative continual assessment or to group work. 
    • We assume "weekly" includes "fortnightly"
  • Feedback on assessed work to be provided in a specific format
    • We will discuss the possibility of this but cannot guarantee it. 
  • Exams (including Class Tests) - all adjustments under this heading relating to accommodation and extra time, etc.
    • We take this as NOT applying to low stakes (<10% of course) tests /quizzes, etc.  If a student's dissability affects their performance the matter will be treated as a special circumstance and the affected component not counted to their overall assessment. 
  • Provide student with a school approved calculator in exams and in-course assessment
    • We do not regard this as necessary for SoM courses. 
  • Provide student with a standard PC in exams and in-course assessment  
    • Very unclear who is repsonsible for providing the PC. 
  • All written exam materials to be provided in an alternative format
    • In as much as tyhis refers to alternativbe paper/font size, this is fine.  If it is more general, it needs to be only "where possible". 
  • Student must not be asked to produce diagrams/graphs Discuss alternative method of assessment 
    • May be impossible in some SoM courses. 
Last direct edit: 10:01, Wednesday 13 September 2017, by Toby Bailey. (Feedback? Please contact the page owners)

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