Creating an accessible curriculum for students with disabilities.

2. Reflecting on Content

Many aspects of courses or programmes of study which are of interest to most potential students may be particularly relevant to disabled students. For example,

• what the course or programme is about and what it covers
• what prior knowledge, skills, experience or qualifications are needed
• the requirements of relevant professional bodies
• the selection and interview process
• what learning materials, such as books, computers or other equipment, are needed, which of these are provided by the department and which need to be supplied by the student
• how the course or programme of study is taught, and whether there are labs, practicals, placements, field trips, online learning, and so on
• whether there is a heavy emphasis on attendance
• how work is assessed ? how the course or programme of study fits into a wider curriculum structure
• whether advanced months or years of study bring substantially different challenges, demanding different skills
• whether progression in the subject area is competitive
• whether there is scope for study in different modes, such as full time, part time, or by distance learning.

What scope there is for providing such details will doubtless be influenced by factors such as available prospectus or publication space. But even where limitations of space force you to sacrifice detail, it is still important to convey a picture of the general nature and distinguishing features of the course and the methods used to teach it.

“…This course involves engagement with a foreign literature in the original language. It offers, but does not demand, a year’s study abroad…”

“…This course requires students to study and also to produce accurate and persuasively argued statements of various areas of the law.”

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