Indicate what level of flexibility is available in your programme of
study in relation to the possibilities below. Is greater flexibility
possible, desirable and achievable? |
||
|---|---|---|
| Student attendance requirements | Negotiable | Not negotiable |
| Availability of the programme part- or full-time | Available | Not available |
| Extensions to end-dates of programme modules or elements | Negotiable | Not negotiable |
| Ease of transfer to alternative programmes | Scope exists | No such scope exists |
| Scope for choice of modules or elements within the programme | Scope exists | No such scope exists |
Consider the adjustments below which might be needed by a
disabled student for a reason connected with his/her impairment.
If there are any adjustments you would feel unable to make on your
course or programme of study, how would you justify your view to a
disabled student who challenges you? |
|
|---|---|
| Adjustment to student attendance requirements – placements, seminars, practical classes, lectures… | |
| Adjustment from full-time to part-time | |
| Extensions to end-dates of programme modules or elements | |
| Transfer to alternative programmes | |
| Adjustments to how the learning outcomes can be demonstrated | |
| Adjustments to the content and/or structure of the course or programme | |
Consider the adjustments below which might be needed by a
disabled student for a reason connected with his/her impairment.
If there are any adjustments you would feel unable to make on your
course or programme of study, how would you justify your view to a
disabled student who challenges you? |
|
|---|---|
| Overall aims and objectives | |
| Content and curriculum, including structure and content | |
| Flexibility/coherence, identifying student pathways | |
| modes of delivery and learning methods | |
| Student assessments | |
| Course materials | |
| Placements, field work | |
| Resources, including staff, library, computing and audio-visual, and accomodation | |
Copyright: The University of Strathclyde 2000 - 2005
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