Student implementation guide

1. Get your equitable learning plan set up

See step 1 in “before term starts“. Make sure your academic and/or demonstrator knows what provisions you need.

2. Requesting early access to slides and a glossary

• Ask: “Hi [Name], could you please upload slides with headings and a short glossary 48 hours before class? It helps me process new terms. Thank you!”
• Fallback: “No worries—could I please have the slides after class so I can build my own glossary?”

3. Stable lab role

• Ask: “Could I keep the recorder role this session? I’ll meet the same outcomes.”
• Fallback: “Understood—then I’ll do recorder → sampler → recorder so I can keep track.”

4. Field information pack

• Ask: “Could we have the itinerary (timings, distances, site photos, safety contacts) two weeks ahead? It helps me plan.”
• Fallback: “All good—can you confirm walking distance for Day 1 so I can plan breaks?”

5. Alternative task (equivalent outcomes)

• For example, ask: “If manual pipetting becomes difficult, could I record data or analyse a fresh dataset to demonstrate the same outcomes?”

6. Short extension

• Ask:
  • In line with my Equitable Learning Plan that’s already on file, I’m requesting a 1-week extension for [task]. I will submit the full [task] by [new date].
  • “I do not have an Equitable Learning Plan, but I have had [outline issue in broad terms, e.g. substantial mental health issues / unforeseen caring duties] this week. I am writing to ask if it might be possible for me to have a 1-week extension for [task]. I will submit the full [task] by [new date].

7. Downloads and links

• Advocate-and-Manage” pocket card (printable)

References