Kent Inclusive Practices (KIPs)

Kent Inclusive Practices (KIPs) are mainstream adjustments to learning and teaching, informed by the experience of students with Inclusive Learning Plans (ILPs).

Why you should use KIPs

KIPs reinforce the measures for inclusive module design in the Code of Practice for Quality Assurance: ANNEX B: Approval and Withdrawal of Modules (Appendix A). The University of Kent Education Board endorsed KIPs in June 2017. They highlighted the key role KIPs will play in quality assurance measures such as the Teaching Excellence Framework (TEF). 

Choose digital where possible 

Choose electronic/digital resources over print when creating reading lists and recommending academic resources, where possible: 

  • E-resources can quickly and easily be converted into more accessible formats using software such as SensusAccess.
  • Print material needs more work to make it accessible and can take days or sometimes weeks to convert.

Record lectures 

Share learning resources online 

  • Share learning resources online in a timely way (this particularly helps part-time, distance and commuting students). 
  • Share module outlines in Moodle at least 4 weeks before the module starts. 
  • Share lecture/seminar slides online at least 24 hours before the session (this particularly helps students with notetaking difficulties). 
  • Share prioritisedreading lists at least 4 weeks in advance, to support slower readers and allow time to make alternative formats if needed. 
  • Clearly show the importance of readings e.g. core (must read), recommended (should read) and background (could read). This helps those with reading difficulties to prioritise. 

Documents, presentations and other media 

Provide a digital copy with a clear structure and easy navigation so that it can be understood by screen readers and other assistive technologies. 

Images, tables, graphics, videos, and audio also need consideration. 

Provide alternative media but make it accessible


Are assessment methods varied and appropriate to learning outcomes? Explore methods of evaluation that do not negatively impact students with disabilities. It is essential to ensure assessment criteria does not impose a barrier to students conveying their knowledge, skill and understanding. 

  • Some students need extra time arrangements. 
    • Does the length of assessments and frequency of assessments allow this? 
    • Do the number and timing of assessments take this into account, such as timing given for laboratory practical assessments or written tests? 
  • Are spelling, punctuation, and grammar an appropriate part of the assessment criteria? 
    • If these are critical to the learning outcome this must be clearly stated in advance in the module specification. 
  • If not, can make sure that your marking schemes allow exclusion of this criteria. where this is required as a reasonable adjustment for students with specific learning difficulties? 
  • When writing module specification documents, consider the kinds of alternative assessments most frequently requested in the past. 

Assessments guide 

University of Kent inclusive assessment activities guide (PDF).

The Unit for the Enhancement of Learning and Teaching (UELT) have created guidance on the rationale for employing different assessment types which can help to identify alternative assessment methods that demonstrate the skills you want to assess (PDF)

Promote productivity tools (assistive technologies) to everyone

Everyone can benefit from using software to help with their work or studies. 

The University’s Software Finder lists software which may help. 

Find out which productivity tools / assistive technology we recommend to everyone. They can help you to work in a different and more efficient way. 

  • Some of our students need assistive technology to enable them to access to curriculum content or assessments. Examples include text-to-speech or speech recognition software. 

Further support and guides for staff

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