"Students consult Academic Support tutors for different reasons depending on the type of project. They may be overwhelmed by the size and open-endedness of the task and need ways of breaking it down and managing time through the different stages. They may need to discuss how to keep on track with addressing a focused question, and they may need someone to read their work to check for relevance and coherence."

Source: Academic Support tutor, May 2007.

	Dyslexic students choose subjects to suit their strengths. "…If I could have done it again I would have done a practical based project…it would be nice for them to let you know what's involved in the literature based project…" (3 min 13s video by Joe Cornfield et al.)

	Students taking the lead with their supervisor. "…I think it's having a good relationship with my supervisor really, being able to talk to him and say I don't understand that…" (1 min 31s video by Michael Shaw et al.)

Inclusive teaching:

• Work with students on agreeing a project topic that meets their individual learning approaches.
• Give clear guidance on the breakdown and timescale of the stages of the task.
• For projects involving lab work or field work, make clear the balance of time to be spent between practical work and reading and writing.
• Be clear if there are restrictions on consultation and feedback and why.

Reasonable adjustments:

• Be prepared to build in smaller stages to reduce anxiety about time management and give more regular feedback.
• Offer guidance with arriving at a focused question.
• Be prepared to write down or record a summary of tutorial discussions.
• Suggest students seek advice from Academic Support tutors if they appear to need more guidance than School policy allows and consider liaising with Academic Support tutors.

	Students tape recording lectures and meetings. "…I received a very very high grade, kind of the highest I've ever achieved and it was the first time I'd actually used this dictaphone so a big thumbs up for that…" (2 min 47s video by Nick Thomas et al.)

• Amending assessment for a dyslexic student, a 'Working with disabled students' case study from the University's PESL teaching resource.
• Identifying a dissertation topic for a student with dyslexia, a 'Working with disabled students' case study from the University's PESL teaching resource.
• Identifying and supervising a dissertation topic for a dyslexic student with medical difficulties, a 'Working with disabled students' case study from the University's PESL teaching resource.