Information for staff
We work with academic and support staff to ensure teaching and learning activities are accessible to disabled students. This means enabling students to access course content, fully participate in learning activities and demonstrate their knowledge and strengths at assessment. Personal Learning Support Plans (PLSPs) are drawn up for individual students and Advisers liaise with Schools’ Disability Tutors and academic staff on reasonable adjustments to remove barriers.
We also work closely with Admissions Tutors and Disability Tutors to ensure reasonable adjustments can be put in place and that courses are accessible to individual students.
Contains policy and procedure on the learning environment, assessment, admissions, confidentiality.
We offer tailored development sessions for all staff at the University with the following aims:
to increase awareness of the issues and barriers faced by disabled students
to explore strategies to provide an inclusive learning experience
to outline the University's responsibilities in relation to disabled students
to brief staff on the relevant University policies and procedures
Development sessions that are currently available on request include:
- Awareness training in the following areas:
- Dyslexia / Dyspraxia / Attentional Difficulties
- Asperger’s syndrome and related conditions
- Visual impairment
- Deaf Awareness
- Mental health difficulties
Legislation in relation to disabled students
Bangor's support systems for disabled students
In addition, we recognise that a proactive approach to inclusion is likely to reduce the time academic staff would otherwise spend working on a one-to-one basis with students who are experiencing barriers to learning. We therefore work closely with the Centre for the Enhancement of Learning and Teaching (CELT) to develop and deliver workshops on inclusive learning.
If you wish to make your teaching accessible to an individual student, or you simply want to find out more about how to make your teaching inclusive then please contact us.
- Advice from Disability Services on Inclusive Assessments
- Blended Learning - simple steps to include all your students
- Blended Learning Strategies for Staff Teaching Students with Specific Learning Differences (SpLDs).
- Supporting Hearing Impaired Students During Remote Learning
- Accessibility and E-learning
- Making Resources Accessible
- 'Self-service alternative formats' (MP3, DAISY, EPUB, etc)
- Focus on Inclusive Teaching Bulletin
- Marking Guidelines
- Reasonable Adjustments FAQs
SCIPS (Strategies for the Creation of Inclusive Programmes of Study) This resource is aimed at academic staff and offers strategies for promoting inclusive teaching, learning and assessment within Higher Education programmes of study. It identifies potential challenges that disabled students may experience in achieving and/or demonstrating key skills and attributes as defined within Subject Benchmark Statements. It also suggests strategies and adjustments to practice that academic staff might consider in helping students overcome these challenges.
This resource base is home to a range of awareness and development materials for staff and students, including research supervisors, managers and postgraduate students. You will need to register and then search on 'disability'.
A publication developed by Equality Challenge Unit to assist institutions in taking a strategic approach to the overall planning cycle, leading to a more inclusive culture and long term cost and efficiency savings.
- Disability Legislation: Practical Guidance for Academics
A book produced by the Equality Challenge Unit and the Higher Education Academy to help academic staff apply the Disability Discrimination Act Part 4 to learning and teaching. Whilst the document refers to the DDA, which has subsequently been replaced by the Equality Act, much of the information in relation to learning and teaching remains relevant.
Equality and diversity for academics
A series of factsheets produced by the Equality Challenge Units aimed at academic staff in Wales and England.
This resource is the result of a three-year HEFCE funded Project to develop and promote alternative forms of assessment as a way of facilitating a more inclusive approach to assessment.