Supportive Practice Tool | Learning and Teaching @ Newcastle

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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.

Difficulty concentrating

This section outlines who can experience difficulty with concentration, why it can happen, and what can work to improve accessibility for the student.

Difficulty public speaking

This section outlines who can experience difficulty public speaking, why it can happen, and what can work to improve accessibility for the student.

Difficulty sleeping

This section outlines who can experience difficulty sleeping, why it can happen, and what can work to improve accessibility for the student.

Difficulty with reading and writing

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.

Good verbal reasoning (vocabulary)

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.

Organisation/Disorganisation

This section outlines who can experience difficulties with organisation/disorganisation, why it can happen, and what can work to improve accessibility for the student.

Overwhelm

This section outlines who can experience difficulties with overwhelm, why it can happen, and what can work to improve accessibility for the student.

Panic

This section outlines who can experience difficulties with panic, why it can happen, and what can work to improve accessibility for the student.

Processing speed

This section outlines who can experience difficulties with processing speed, why it can happen, and what can work to improve accessibility for the student.

Processing written language

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.

Procrastination

This section outlines who can experience difficulties with procrastination, why it can happen, and what can work to improve accessibility for the student.

Sensory sensitivity

This section outlines who can experience difficulties with sensory sensitivity, why it can happen, and what can work to improve accessibility for the student.

Social anxiety

This section outlines who can experience difficulties with social anxiety, why it can happen, and what can work to improve accessibility for the student.

Social communication

This section outlines who can experience difficulties with social communication, why it can happen, and what can work to improve accessibility for the student.

Stress/Distress

This section outlines who can experience difficulties with stress/distress, why it can happen, and what can work to improve accessibility for the student.

Strong visual learner

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.

Visual stress

This section outlines who can experience difficulties with visual stress, why it can happen, and what can work to improve accessibility for the student.

Working memory

This section outlines who can experience difficulties with working memory, why it can happen, and what can work to improve accessibility for the student.