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Resources for Postgraduate research (PGR) students and supervisors to inform a Summary of Reasonable Adjustments (SoRA).
Getting started: Disability and neurodivergence information for Supervisors and Tutors
Promoting Trust
Fostering a trusting and inclusive environment for individuals with disabilities and neurodivergent conditions is essential.
Disability and neurodivergence often carry social stigmas, leading many individuals to hesitate in sharing this information. Building trust is paramount to create a supportive atmosphere.
Requesting Adjustments, Not Medical Evidence
Avoid requesting medical evidence of disabilities unless you are a clinical or disability advisor. Instead, consider inquiring about adjustments to promote inclusivity and open dialogue. For example, at the start of a program, ask if there are any accommodations that would enhance collaboration without pressuring the individual to share details of their disability.
Personalised Needs
Recognise that individuals with similar disabilities or neurodivergent conditions may have varying preferences and needs. To provide effective support, always ask about their specific requirements and preferences, empowering them to be active participants in the process.
Varied Experiences
Understand that experiences with disabilities or neurodivergence differ. Some have lived with their condition for an extended period and are well-versed in their needs. Others may be newly diagnosed or have recently acquired a disability, necessitating trailing different adjustments and emotional support.
Respectful Language
Pay close attention to language and use the terminology preferred by the individual. Recognise that preferences can vary widely, and what suits one person may not be applicable to others.
Remember, creating an inclusive environment involves understanding and respecting each person's unique needs and preferences.
- Resources on disability and neurodivergence
‘Supervising Disabled Research Students’ published by the Society for Research into Higher Education (SRHE) provides further guidance.
Disability discrimination, Equality and Human Rights Commission.
‘Inclusion of disabled and neurodivergent people’ is a free online UCL course.
Guidance on inclusive teaching and learning
Inclusive teaching and learning practices have a positive impact on all students, yet it is crucial to acknowledge that when barriers exist, the adverse effects are amplified for disabled and neurodivergent students. Some examples of inclusive practices that can enhance the learning experience include:
Clear communication and expectations
Provide a clear overview of the timetable and expected outcomes, including for supervisory sessions. This ensures that all students have a transparent understanding of their learning journey.
Structured sessions with agreed actions
Structure teaching and supervisory sessions with clear overviews and agreed-upon actions and expectations. This clarity helps students stay on track and engaged in their learning process.
Booking and flexibility
Schedule supervision meetings in advance, providing adequate notice. Consider setting up recurring, pre-planned meetings for added predictability. Allow flexibility in meeting formats, including remote sessions and flexible scheduling to accommodate diverse needs.
Note-taking freedom
Permit students to take notes in the manner they find most comfortable, whether that's through recording, using a laptop or tablet, or handwritten notes.
Constructive feedback
Offer feedback that clearly explains how students can enhance their work. Consider rephrasing feedback and using visual aids when appropriate to facilitate better understanding.
Sharing information accessibly
If students can enrol in elective taught modules, ensure that their Summary of Reasonable Adjustments (SoRA) is shared with relevant departmental contacts, even for elective modules outside of the institution. Note: Sharing a SoRA must always be with the student’s consent.
Keep in mind the social model of disability, recognising that reasonable adjustments are necessary because systems and processes are not always designed inclusively. By implementing these inclusive practices, we can create a more equitable and accessible learning environment for all students.
‘…adjustments do not always lead to equitable academic outcomes, nor address students’ actual access requirements. Moreover, making individual ad-hoc adjustments is time-consuming and inefficient. A system that focuses on making reactive adjustments is likely to become overwhelmed as participation of students with disabilities in higher education continues to increase.’
– Tai, J et al (2022) “How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis”. Assessment and Evaluation in Higher Education.
Fostering belonging and student success
When students feel connected to their academic community and have meaningful social support, they are more likely to excel academically, persist in their studies, and thrive both personally and academically.
Fostering a sense of belonging enhances students' self-efficacy, confidence, and overall academic achievement (Pedler, ML et al, 2022). Some approaches to enhance the sense of belonging for disabled students include:
Inclusive language and communication: Use inclusive language that respects and acknowledges the diverse experiences and identities of disabled students. Avoid making assumptions, using derogatory language, or perpetuating stereotypes. Encourage open and respectful communication among students and staff.
Disability awareness and education: Foster disability awareness and education within the university community. Provide training sessions, workshops, or awareness campaigns to promote understanding, empathy, and acceptance of disability-related issues. This can help create a more inclusive and supportive environment for all students.
Peer support networks: Encourage the formation of peer support networks or mentoring programs that can connect disabled students with their peers. These networks can provide emotional support, share experiences, and create a sense of community and belonging.
Inclusive social activities: Organise inclusive social activities that cater to a diverse range of interests and abilities. Consider diverse perspectives and needs when planning events and ensure that they are accessible and welcoming for all students.
Collaborative decision-making: Involve disabled students in decision-making processes that directly affect their experience at the university. Seek their input and perspectives on policies, procedures, and initiatives related to inclusion and accessibility.
Recognise and celebrate achievements: Acknowledge and celebrate the achievements, contributions, and successes of disabled students within the university community.
Representation and visibility: Promote the visibility and representation of disabled students within the university community. This can be done through showcasing achievements, featuring their stories or experiences, and involving them in student leadership positions or committees.
Creating a sense of belonging for disabled students requires ongoing effort and commitment from the entire university community. Fostering inclusive and supportive environment enables disabled students to thrive because they are valued, respected, and fully included in all aspects of university life.
- Resources on fostering belonging
Baumeister, R. F., and M. R. Leary. 1995. “The Need to Belong: Desire for Interpersonal Attachments as a Fundamental Human Motivation.” Psychological Bulletin 117: 497–529, doi.
Maslow, A. H. 1943. “A Theory of Human Motivation.” Psychological Review 50: 370–396.
Pedler, M.L. Willis, R. & Nieuwoudt, J.E. (2022). “A sense of belonging at university: student retention, motivation and enjoyment”, Journal of Further and Higher Education, 46:3, 397-408, doi.
Adjustment Planning Tool for Post Graduate Research (PGR)
Purpose
This resource is not a SoRA but a tool for planning reasonable adjustments related to disability and/or neurodivergence. It can be used to inform a Summary of Reasonable Adjustments (SoRA).
Who should complete this?
This form should be completed in collaboration; the PGR student, Director of Studies/Supervisor, and/or the PGR administrator(s).
Timing
It is best to do this before your program of study starts and before meeting with your Student Support and Wellbeing (SSW) Disability Advisor.
Review
Periodical review this document to ensure adjustments remain relevant is highly recommended.
Download adjustment planning tool for Postgraduate Research [Word - UCL access only]