Module Descriptors
General Guidelines on Module Descriptors.
Ensure that potential students know what is expected from them. Module Descriptors should clearly describe pre-requisites, learning outcomes and how the course is taught, including field trips etc. This will allow a prospective student the opportunity to judge the suitability of the module and whether they perceive any potential difficulties. Try and put yourself in the place of a potential student who has a mobility, visual or hearing impairment - what may cause them problems on this module?
Potential students who have learning difficulties (for example, dyslexia) would like to know how much reading and writing is involved, as that can take up large amounts of their time. Potential students with mental health difficulties may not be keen to give presentations or to work in groups.
If you give them enough information then the potential student will decide if they may be able to undertake the module.
List any pre-requisites e.g. applicants should be computer literate, have strong interpersonal skills, have good dexterity, be physically fit etc.
List the learning outcomes e.g. writing a report, constructing a model, designing a web site, giving a presentation etc. Give people some idea of what is required of them and how they have to meet that requirement.
However you should indicate that reasonable adjustments will be investigated to help those with disabilities and that potential students should arrange an interview to discuss their needs.
Teaching and Learning. Describe how the course is taught e.g. the number of lectures and duration of lectures, the number of tutorials or amount of lab work, details of field trips or visits, any equipment that may have to be used, whether group work is required, whether presentations are required, any physical considerations and any considerations relating to the senses. Always state that alternatives to difficulties will be investigated to see if they can satisfy academic standards and are acceptable to the student.
Ask yourself the following questions:
- How accessible is the curriculum for students with a range of impairments?
- How might the curriculum be made more accessible for students with a range of impairments?
- What steps would need to be taken to implement the ways identified to enhance access to the curriculum?
- What barriers are there to achieving the changes you have identified, and what can be done about them?
- How can the ways in which the curriculum is particularly accessible or inaccessible be made known to potential students with a range of impairments?
The Golden Rule is ask the person with a disability how you can help them and try to do so!
Do NOT refuse anyone access to a module until you have discussed their disabilities and what steps may be reasonable to resolve any difficulties. Many people with disabilities have far greater coping mechanisms than others are aware of e.g. personal helpers, specialist equipment or software etc. If you refuse someone then you have to justify the reasons in writing. See our Promoting Opportunities Policy for more information.
Involve Special Needs staff if you want further guidance and refer students with disabilities to Special Needs staff at the earliest opportunity.
Case Study 1: A dyslexic student applies for a degree in English. She is told that the University do not accept dyslexic students on English degrees. The treatment she receives is less favourable compared to other students, and the reason for the treatment relates to her disability. The university is likely to be acting unlawfully.
Case Study 2: A severely dyslexic student applies to take a course in Journalism. She does not have the literacy necessary to complete the course because of her dyslexia. Her application is rejected using the justification of academic standards. This is likely to be lawful.
Case Study 3: The above institution introduces a policy of rejecting all dyslexic applicants to Journalism. The policy does not allow course selectors to consider different levels of dyslexia, the ability of individual applicants or the range of possible adjustments. This is likely to be unlawful.