Thanks to Neil and all the others who responded. These sound great suggestions. I am going to see if there is another room, and I have help most weeks so someone can ‘invigilate’ that room for the 10 minutes before class starts. The students can review the RAT questions but will then take the actual test along with everyone else. The disability office is very helpful, creating a ‘disability access plan’ that lists all the reasonable adjustments that should be made (and they are happy to discuss this). From: Neil Haave [mailto:[log in to unmask]] Sent: 09 October 2018 15:20 To: Steve Cayzer <[log in to unmask]> Cc: [log in to unmask] Subject: Re: TBL and Inclusive Access (Dyslexia) 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 [SAC>] 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> [https://drive.google.com/a/ualberta.ca/uc?id=12rWqmI_R_ZW1vcVwu-PIcJUr7GKHEfZJ&export=download] Chair, The Teaching Professor Conference Advisory Board<https://www.magnapubs.com/teaching-professor-conference/advisory-board.html> email<mailto:[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]<mailto:[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.