Kent Inclusive Practices (KIPs)

What they are and why you should use them

Kent Inclusive Practices are:

  • simple but powerful mainstream adjustments to learning and teaching delivery at Kent
  • informed by analysis of our most requested Inclusive Learning Plan (ILP) adjustments

Using Kent Inclusive Practices in academic roles

Download our Guide to using KIPs (Word)

Maximise electronic resources

When creating reading lists and recommending academic resources, where possible choose electronic/digital resources (that reflect inclusive design good practice) over print material.

    • Digital material can instantly be made easy to access with assistive technology such as Sensus Access.
    • Print material needs more work to make it accessible, and can take days or sometimes weeks to convert.

Share learning resources online

Share learning resources online in a timely way. This particularly helps part-time, distance and commuting students:

  • Module outlines: available in Moodle at least 4 weeks before the module starts.
  • Lecture/seminar slides: online at least 24 hours before the session. This particularly helps students with notetaking difficulties.
  • Prioritised reading lists: make available at least 4 weeks in advance. This gives time to make alternative formats if needed, and supports slower readers.
      • 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.

Record lectures

Use lecture capture. This helps with notetaking, especially for students with relevant Inclusive Learning Plans (ILPs).

Make documents easy to navigate and understand

An accessible document is ideally electronic, has a clear structure and is easy to navigate. It can then be understood by screenreaders and other assistive technologies.

Are your lectures and seminars fully accessible?

Make presentations meaningful

For maximum accessibility material should be presented electronically. An accessible presentation should have a clear structure and easy navigation so that it can be understood by screenreaders and other assistive technologies:

Provide alternative media but make it accessible

Give text alternatives for the key teaching points in images, tables, graphics, videos and audio.

  • For images and tables this can be an explanatory caption. For video or audio it might be a transcript or a bullet point summary of the main points made. These alternatives are essential for learners who can't see or hear the media. A text version, with searchable terms and correct spelling of complex names, is useful to reinforce the learning for everyone.
  • Creating accessible resources
  • Accessing alternative formats

Make assessments accessible

Are assessment methods varied and appropriate to learning outcomes? These tips help make sure you are assessing a knowledge, skill and understanding, not disability:

  • Some students need extra time arrangements: 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, can this been clearly stated in advance in the module specification?
    • If not, can 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.

Assessment guides

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).

Jisc advice on accessible assessment

Promote productivity tools (assistive technologies) to everyone

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.

Why you should use KIPs

  • to improve the learning environment for all students
  • to reduce the need for retrospective adjustments
  • to lessen the reliance upon Inclusive Learning Plans (ILPs)

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)


Further support and guides for staff

To find out more about inclusive practice, accessible information and technology:





Student Support, University of Kent

The University of Kent, Canterbury, Kent, CT2 7NZ, T: +44 (0)1227 764000

Last Updated: 31/08/2018