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Would be helpful for PDs to have some guidance about the process and how to signpost students to help.

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Adjustments and arrangements do not always filter down to staff leading the module or the session.

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Can PDs be notified of any students with additional needs pre-arrival so support can be put in place from day 1?

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No warning about student's additional needs

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No warning about student's additional needs

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I helped a student with autism to navigate the first few weeks and prevented her from leaving the programme due to feeling overwhelmed, but was not aware of her additional needs until she arrived at the School.

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I think it would be helpful for students to hear directly from SSS during welcome week to showcase the LSA process as most students I met with during welcome week weren't aware of what to do or where to go

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We have experienced multiple issues with PAO setting up assessments correctly for those students with LSAs (additional time). This has created huge anxiety for this group of students and needs to be administered better. In some cases PAO did not know about some students with LSAs.

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Our C slot module had summative assessments beginning in Week 2 but LSAs were not finalised/available until the module had begun so it was difficult to know which students needed additional support/accomodations

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There should be a centralised (and regularly updated) platform/document/source of information that PDs and MOs can consult when they need to know which students in their cohort has an LSA in place (e.g. before a module starts, when setting up exams). This would reduce the burden of PAOs, and make sure that this information is available anytime and in a timely manner.

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I had same issue, 2 students with LSA, one of which needed some adjustments to teaching sessions to help them. This included changes to the lab practical sessions which are really complex to organise. As MO I was not informed that there were any LSA's in place. Fortunately I was able to work with the demonstrators to rearrange how we ran the practical on the spot (to enable student to work alone), but this was challenging. The student had to advocate for themselves, and shouldnt have needed to. If told in advance it would have been very simple to arrange.

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Full information not being provided to MOs

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Full information not being provided to MOs

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Often LSA not being passed on to MOs, and not clear that PAO have access to all information either. Summaries of LSA requirements (that are shared as Excel files) often only focus on standard assessment accomodations, and other potentially important details highlighted in LSA are left out. MOs know the activities within the course and need the full information to decide how some of these might need to be adjusted to support students.

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Imperfect solution, but I incorporate information signposting to support needs in our introductory lecture (student services, support available, resources) and how I approach student LSA/personal circumstances (e.g. I say I will keep things confidential and share information only with their consent, I am not qualified but here to support learning and for them to feel encouraged to reach out to me).

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I suspect there are differences in the pursuit and acquisition of an LSA across nationality/ethnicity/language (among those in need of one), with UK students being considerably more likely to have an LSA. I base this suspicion on observing one MScPH tutor group over a few years. If it is the case, it will be one factor contributing to the awarding gaps we observe.