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> | Google+ <https://www.google.com/+NeilHaave> | blog <http://activelylearning2teach.blogspot.ca/> | Twitter <https://twitter.com/nhaave> | LinkedIn <https://ca.linkedin.com/in/neilhaave> 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) > > ######################################################################## > > To unsubscribe from the TEAMLEARNING-L list, please click the following > link: > https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1 > > Further information about the UBC Mailing Lists service can be found on > the UBC IT website. > ######################################################################## To unsubscribe from the TEAMLEARNING-L list, please click the following link: https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1 Further information about the UBC Mailing Lists service can be found on the UBC IT website.