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Hi Brett,

I have either permitted students to come early to class and start the iRAT
early, or if there is something that occurs before the iRAT (e.g. an
academic reading circle) than I find another nearby room for them to write
in and give them the extra time. I have done this for a couple of years now
and all parties seem fine with the arrangement.

Cheers

Neil

*Neil Haave, PhD*
Professor, Biology <https://www.augustana.ualberta.ca/disciplines/biology/>,
Augustana Faculty, Camrose, AB
Associate Director, Centre for Teaching & Learning
<https://www.ualberta.ca/centre-for-teaching-and-learning>


Chair, The Teaching Professor Conference Advisory Board
<https://www.magnapubs.com/teaching-professor-conference/advisory-board.html>


email <[log in to unmask]> | website
<https://www.ualberta.ca/augustana/about-us/academic-staff/neil-haave> |
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On Tue, 9 Oct 2018 at 01:22, Steve Cayzer <[log in to unmask]> wrote:

> Hello TBL Community
>
> This is my first post so I hope I follow etiquette. After a small pilot
> last year, I am now applying TBL to a class of 80 international MSc
> students on project management. One session in and going well so far.
>
> My question is about inclusive access - for students with dyslexia but
> also non native English speakers. Both groups would appreciate help to
> understand the RAT questions. I am reluctant to extend the iRAT time,
> partly because that eats into the application activity and partly because
> many students are finished in 10-12 minutes. (from reading the lists, I
> know that one possibility is 'sponge' activities for such students, but in
> my case I think these would not be productive).
>
> My current plan is to allow students (all students!) to come to class a
> few minutes early (ie 09:00ish for 09:15 start) if they want to study a
> paper version of the RAT questions in advance of the test beginning (closed
> book obviously). I also learnt that blue paper is sometimes better for
> dyslexia. The particular dyslexic student has no problem getting to class
> early so this would work for them.
>
> I also got a great suggestion from Beck McCarter about using diagrams and
> other non textual elements in the RAT questions.
>
> Does anyone have any thoughts, alternatives or their own experience to
> share
>
> many thanks!
>
> Steve Cayzer
> University of Bath (UK)
>
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