Specific Learning Differences (SpLDs)

Guidance on supporting students with Specific Learning Differences, including marking guidance and Viva guidance.

General guidance

The 2010 Equality Act requires that we make reasonable adjustments to support disabled students. However, accepted good practice will usually ensure that teaching, learning and research activities are accessible to all.  Examples of good practice that are essential for students with SpLDs are:

  • Deadlines, where possible, should be known at start of course.
  • Advanced access to the following session's reading lists, with appropriate advice on priorities.
  • Provision of clear and precise instructions about the nature of the task(s) required for the assessed coursework.
  • Provision of constructive and legible feedback, supplemented and clarified orally, if possible, by a tutor.

The University's Accessible and Inclusive Learning Policy ensures the mainstreaming of certain adjustments, previously recommended for disabled students.

In addition, colleagues in Information Services have developed comprehensive guidance to help staff ensure that all of the materials they use in the course of their work are accessible to all: Creating Accessible Materials.

Guidance for coursework assessment for students with SpLDs

No student with specific learning differences wishes to compromise the academic standards of the University.  However, they do want to be able to demonstrate a clear understanding of their coursework. These students are eligible for Disabled Students' Allowance (DSA) to purchase equipment and software, and to employ Student Support Assistants such as proofreaders, note-takers and SpLD tutors.

Why is additional support necessary for in course assessment?

Students who have SpLDs face a number of additional challenges regarding assessments that need to be supported. These can include:

  • Slow speed of processing.
  • Slow pace of reading.
  • Organisational and sequencing skills.
  • Competence in proofreading.

We produced the guidance below to help staff when marking assignments submitted by students who have SpLDs:

Marking Guidance August 2016 (264.08 KB / PDF)

Viva guidelines for staff examining students with a Specific Learning Difficulty (SpLD)

These guidelines have been drawn up to:

  • Raise awareness of the particular difficulties that students with SpLDs may face when undertaking a Viva examination.
  • Suggest reasonable adjustments that may be required.

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