"One of the most useful things I've learned is to keep the equipment organised on the bench - to have prepared it so that it is within reach in the order I'm going to need it. It's worth spending some time beforehand just working that out."

Source: Post-graduate biosciences student, May 2007.

"My write-ups always look a mess even though I understand what I'm doing. I just accept that my lab marks will not be as good as the rest. This time though, it has dropped really low and I need to understand why."

Source: Third year Physics student in discussion with AS tutor, March 2007.

Inclusive teaching:

• Think about how instructions are presented both in terms of spacing and verbal density. Electronic materials allow flexibility for individual adaptation.
• Use visuals where possible.
• Offer examples of write-ups to clarify appropriate tone and content.
• Be explicit about what the marker is looking for.

• DysPEL: Dyslexia and Practice Environment Learning in Nursing, a 'Working with Disabled Students' enquiry from the University's PESL teaching resource.

Reasonable adjustments:

• Use of laptop with Excel for write-ups.
• Alternatives to verbal instructions during the session: visual back-up, permission to record.
• No penalties for spelling where write-ups are hand-written and handed in immediately after the practical session.

• Practicals: Learning Outcomes and Reasonable Adjustments (document download).

• Interview with first year Geography student on learning to use GIS software (document download).

"There are a number of people involved in the teaching in labs and I cannot always guarantee to have been able to speak to all of them. Because of that, I see my role as empowering students to be clear about what they need and to have the confidence to ask for it."

Source: Liz Sockett, DLO, School of Biology.

"For first years, we include a section in the laboratory handbook on how to do experiment write-ups. We give an example of the 'ideal' write-up followed by some general advice on what to include and what to leave out."

Source: Anna Bertram, Undergraduate Laboratory Teaching Manager, School of Chemistry.

"In some sessions, students work in groups of two or occasionally three and I think this helps them. If they are stuck on something they discuss it with their group or with others and are more likely to find their own solution."

Source: Ivan Powis, DLO, School of Chemistry.