Skip to content
Accessibility statement
Text size 100%
Spacing 100%
Text font
Colour scheme
Text colour
Link colour
Background colour
Muted background colour
Accent colour 1
Accent colour 2
Accent colour 3
Accent colour 4
Sepia filter 0%
Rotate hues 0 turns
Invert images in dark mode

- ## Why should I care?

  - More students are disclosing disabilities
  - Universal design for learning

- ## Advice

  - Myths to bust
  - Things you can do

- ## Appendix

  - Bibliography
  - Source code for this document

This document was made by Scarlett Spackman and Christian Lawson-Perfect as part of a Summer project for Newcastle University's School of Mathematics, Statistics and Physics in 2024.

Scarlett is an undergraduate MMath student leaving Stage 3.

Christian is a senior learning software developer in the digital learning unit.

The purpose of this page is to show the importance of implementing reasonable adjustments in response to student needs and to offer you practical guidance on how to implement these adjustments efficiently. We argue that adopting a more inclusive teaching style using universal design principles is a good place to start and that embracing these changes will foster a supportive and fair learning environment that empowers each student, disabled or not, to reach their maximum potential.

> This guidance was prepared by Scarlett under my supervision. The guidance is based on Scarlett's experience during her studies and shared experiences of other students but the recommendations are backed by findings from published research. I intend this to be a living document, expanding as our understanding of accessible teaching improves and in response to feedback from both teaching staff and students. If you have any comments about the content of this document, please contact me.

> Christian Lawson-Perfect.

> The School of Mathematics, Statistics and Physics seeks to inculcate values supporting the diversity represented across our academic community, both student and staff. I whole heartedly welcome and support the evidence- and practice-based approach exemplified by this study, recognising that this is an important step along the way, and that we must all continue to challenge assumptions and non-inclusive practices.

> Jon Goss, Director of Education.

This work © 2024 by Scarlett Spackman and Christian Lawson-Perfect for Newcastle University is licensed under CC BY 4.0 .

Download a copy of these notes.