Supportive Practice Tool
The Supportive Practice Tool is an at-a-glance resource that aims to support inclusive practice in the University setting. The tool manages this by providing education on some of the most common features experienced by students and offering evidence-based recommendations to support inclusive practice.
The tool has been developed from the findings of a research project called 'Supporting Inclusive Teaching Practice in a UK Further and Higher Education Context'. The tool and research process, was described in a video presentation at Newcastle University's Learning and Teaching Conference 2021; see the talk entitled 'Supportive Practice Tool, Kevin Johnson'.
Please click on a feature below to learn more.
This section outlines who can experience difficulty with concentration, why it can happen, and what can work to improve accessibility for the student.
This section outlines who can experience difficulty public speaking, why it can happen, and what can work to improve accessibility for the student.
This section outlines who can experience difficulty sleeping, why it can happen, and what can work to improve accessibility for the student.
This section outlines who can experience difficulty with reading and writing, why it can happen, and what can work to improve accessibility for the student.
This section outlines good verbal reasoning, why it is a common feature for people with dyslexia and ADHD, and what can work to improve accessibility for the student.
This section outlines who can experience difficulties with organisation/disorganisation, why it can happen, and what can work to improve accessibility for the student.
This section outlines who can experience difficulties with overwhelm, why it can happen, and what can work to improve accessibility for the student.
This section outlines who can experience difficulties with panic, why it can happen, and what can work to improve accessibility for the student.
This section outlines who can experience difficulties with processing speed, why it can happen, and what can work to improve accessibility for the student.
This section outlines who can experience difficulties with processing written language, why it can happen, and what can work to improve accessibility for the student.
This section outlines who can experience difficulties with procrastination, why it can happen, and what can work to improve accessibility for the student.
This section outlines who can experience difficulties with sensory sensitivity, why it can happen, and what can work to improve accessibility for the student.
This section outlines who can experience difficulties with social anxiety, why it can happen, and what can work to improve accessibility for the student.
This section outlines who can experience difficulties with social communication, why it can happen, and what can work to improve accessibility for the student.
This section outlines who can experience difficulties with stress/distress, why it can happen, and what can work to improve accessibility for the student.
This section outlines strong visual learning, why it can be common for people with dyslexia, ADHD, and autism, and what can work to improve accessibility for the respective student.
This section outlines who can experience difficulties with visual stress, why it can happen, and what can work to improve accessibility for the student.
This section outlines who can experience difficulties with working memory, why it can happen, and what can work to improve accessibility for the student.