Reply 1
From the university support (this is what's in the document but there have been other support from specific staff such as private tours of labs)
Teaching
Use clear and unambiguous language when communicating with Jessica
Confirm in writing the activities (e.g. group work, presentations) you will expect students to undertake on a module before it begins
Provide reading lists as far in advance as possible that prioritise reading and indicate whether students should read part(s) or all of a text
Provide all course materials (including lecture slides/notes) at least 24 hours in advance and in an accessible electronic format
Allow Jessica to make her own audio recording of lectures
For group work, place Jessica in a group where she knows at least one other person and consider permitting Jessica to work alone.
Contact Jessica to establish if she will require additional support with group work projects on the module
Avoid asking Jessica questions ‘on the spot’ and/or to contribute to class discussions in specific sessions, if they request this
Speak with Jessica about how she can be supported to deliver presentations
Let Jessica deliver presentations to as few peers as possible - or just to her tutors
Practical course elements
A lab support worker will assist Jessica in practical sessions
Assessment and exams
See your current Exam Support Adjustment arrangements here. Where possible, replicate these adjustments in timed assessments you will sit in the department.
Ensure deadlines are as spread out as possible
Take into account Jessica’s disability when considering coursework extension requests
Jessica is eligible to use the University’s Yellow Sticker Scheme
Jessica is entitled to 25% extra time and rest breaks of up to 20 minutes per hour in University examinations. She will take exams in a venue with no more than ten other candidates. Permission to wear noise cancelling headphones should be given. Where possible, replicate these adjustments in timed assessments Jessica will sit in the department
If Jessica’s disability significantly affects her exam performance, she should inform the department of this as soon as possible. When determining what action to take, consider that despite the support in place Jessica may still be at a disadvantage when preparing for/performing in ‘short-duration’ (e.g. 2 or 3-hour) exams
Extenuating circumstances
If Jessica submits an extenuating circumstances form (ECF) for disability-related reasons, do not require her to get a doctor’s statement in support unless absolutely necessary.
From DSA, I have different assitive software (some better than others), mentoring from spectrum first, social group for autistic students, printer and printing allowance, headphones
Teaching
Use clear and unambiguous language when communicating with Jessica
Confirm in writing the activities (e.g. group work, presentations) you will expect students to undertake on a module before it begins
Provide reading lists as far in advance as possible that prioritise reading and indicate whether students should read part(s) or all of a text
Provide all course materials (including lecture slides/notes) at least 24 hours in advance and in an accessible electronic format
Allow Jessica to make her own audio recording of lectures
For group work, place Jessica in a group where she knows at least one other person and consider permitting Jessica to work alone.
Contact Jessica to establish if she will require additional support with group work projects on the module
Avoid asking Jessica questions ‘on the spot’ and/or to contribute to class discussions in specific sessions, if they request this
Speak with Jessica about how she can be supported to deliver presentations
Let Jessica deliver presentations to as few peers as possible - or just to her tutors
Practical course elements
A lab support worker will assist Jessica in practical sessions
Assessment and exams
See your current Exam Support Adjustment arrangements here. Where possible, replicate these adjustments in timed assessments you will sit in the department.
Ensure deadlines are as spread out as possible
Take into account Jessica’s disability when considering coursework extension requests
Jessica is eligible to use the University’s Yellow Sticker Scheme
Jessica is entitled to 25% extra time and rest breaks of up to 20 minutes per hour in University examinations. She will take exams in a venue with no more than ten other candidates. Permission to wear noise cancelling headphones should be given. Where possible, replicate these adjustments in timed assessments Jessica will sit in the department
If Jessica’s disability significantly affects her exam performance, she should inform the department of this as soon as possible. When determining what action to take, consider that despite the support in place Jessica may still be at a disadvantage when preparing for/performing in ‘short-duration’ (e.g. 2 or 3-hour) exams
Extenuating circumstances
If Jessica submits an extenuating circumstances form (ECF) for disability-related reasons, do not require her to get a doctor’s statement in support unless absolutely necessary.
From DSA, I have different assitive software (some better than others), mentoring from spectrum first, social group for autistic students, printer and printing allowance, headphones
Reply 2
Original post by Jess_Lomas
From the university support (this is what's in the document but there have been other support from specific staff such as private tours of labs)
Teaching
Use clear and unambiguous language when communicating with Jessica
Confirm in writing the activities (e.g. group work, presentations) you will expect students to undertake on a module before it begins
Provide reading lists as far in advance as possible that prioritise reading and indicate whether students should read part(s) or all of a text
Provide all course materials (including lecture slides/notes) at least 24 hours in advance and in an accessible electronic format
Allow Jessica to make her own audio recording of lectures
For group work, place Jessica in a group where she knows at least one other person and consider permitting Jessica to work alone.
Contact Jessica to establish if she will require additional support with group work projects on the module
Avoid asking Jessica questions ‘on the spot’ and/or to contribute to class discussions in specific sessions, if they request this
Speak with Jessica about how she can be supported to deliver presentations
Let Jessica deliver presentations to as few peers as possible - or just to her tutors
Practical course elements
A lab support worker will assist Jessica in practical sessions
Assessment and exams
See your current Exam Support Adjustment arrangements here. Where possible, replicate these adjustments in timed assessments you will sit in the department.
Ensure deadlines are as spread out as possible
Take into account Jessica’s disability when considering coursework extension requests
Jessica is eligible to use the University’s Yellow Sticker Scheme
Jessica is entitled to 25% extra time and rest breaks of up to 20 minutes per hour in University examinations. She will take exams in a venue with no more than ten other candidates. Permission to wear noise cancelling headphones should be given. Where possible, replicate these adjustments in timed assessments Jessica will sit in the department
If Jessica’s disability significantly affects her exam performance, she should inform the department of this as soon as possible. When determining what action to take, consider that despite the support in place Jessica may still be at a disadvantage when preparing for/performing in ‘short-duration’ (e.g. 2 or 3-hour) exams
Extenuating circumstances
If Jessica submits an extenuating circumstances form (ECF) for disability-related reasons, do not require her to get a doctor’s statement in support unless absolutely necessary.
From DSA, I have different assitive software (some better than others), mentoring from spectrum first, social group for autistic students, printer and printing allowance, headphones
Teaching
Use clear and unambiguous language when communicating with Jessica
Confirm in writing the activities (e.g. group work, presentations) you will expect students to undertake on a module before it begins
Provide reading lists as far in advance as possible that prioritise reading and indicate whether students should read part(s) or all of a text
Provide all course materials (including lecture slides/notes) at least 24 hours in advance and in an accessible electronic format
Allow Jessica to make her own audio recording of lectures
For group work, place Jessica in a group where she knows at least one other person and consider permitting Jessica to work alone.
Contact Jessica to establish if she will require additional support with group work projects on the module
Avoid asking Jessica questions ‘on the spot’ and/or to contribute to class discussions in specific sessions, if they request this
Speak with Jessica about how she can be supported to deliver presentations
Let Jessica deliver presentations to as few peers as possible - or just to her tutors
Practical course elements
A lab support worker will assist Jessica in practical sessions
Assessment and exams
See your current Exam Support Adjustment arrangements here. Where possible, replicate these adjustments in timed assessments you will sit in the department.
Ensure deadlines are as spread out as possible
Take into account Jessica’s disability when considering coursework extension requests
Jessica is eligible to use the University’s Yellow Sticker Scheme
Jessica is entitled to 25% extra time and rest breaks of up to 20 minutes per hour in University examinations. She will take exams in a venue with no more than ten other candidates. Permission to wear noise cancelling headphones should be given. Where possible, replicate these adjustments in timed assessments Jessica will sit in the department
If Jessica’s disability significantly affects her exam performance, she should inform the department of this as soon as possible. When determining what action to take, consider that despite the support in place Jessica may still be at a disadvantage when preparing for/performing in ‘short-duration’ (e.g. 2 or 3-hour) exams
Extenuating circumstances
If Jessica submits an extenuating circumstances form (ECF) for disability-related reasons, do not require her to get a doctor’s statement in support unless absolutely necessary.
From DSA, I have different assitive software (some better than others), mentoring from spectrum first, social group for autistic students, printer and printing allowance, headphones
I've got autism and this list will be really useful to mefor uni. Thank you
Reply 3
Original post by Anonymous
I've got autism and this list will be really useful to mefor uni. Thank you
That's just the support that I get but it depends on the uni, course and individual needs but definitely helpful as a starting point to think about what will help
Reply 4
Original post by Jsutton33
This is for us students who struggle with either autism or ADHD even both..
What support have you had at university?
What support have you had at university?
Hi @Jsutton33
I'm a current student at the University of Brighton
I have found that Uni is pretty good with disabilities, Once I enrolled I was able to request a Learning support plan. I had a teams call with someone that works in the Disability and Dyslexia team and they were able to let me know what options were available for accommodations and set it all up for me. For me that was recording lectures, being able to be on my own for exams, being allowed to use a computer for exams, automatic 2 week extensions that I can use without having to apply for them and rest breaks so I can get up and move in exams.
I had all of that in place before I had even moved to Brighton! This was so much better than at sixth form where I was constantly fighting with the SENco team for accommodation.
I also applied for the Disabled Students Allowance where I was offered a study support tutor. This tutor is someone who you meet with once or twice a week to help you with things like organisation and managing your studies. I found them really helpful in my first year especially with the transition to independent studies. I also got a laptop some really helpful software like Glean to take notes and some headphones and a microphone for lectures. I would really recommend applying for DSA it was a life changer for me
Let me know if you have any questions I'd be happy to answer them!
Blue- TSR Student Ambassador
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