Disabilities Policy and Support

KLC embraces inclusive learning. We place students at the heart of everything we do and believe in equal opportunities for all.

The UK Equality Act 2010 protects people from discrimination, harassment and victimisation based on ‘protected characteristics’ gives education providers, employers and businesses greater clarity about their responsibilities and it sets a new expectation that public services must treat everyone with dignity and respect.

Protected Characteristics under the Act are:

  • Age
  • Disability
  • Gender reassignment
  • Pregnancy and maternity
  • Race
  • Religion or Belief
  • Sex
  • Sexual Orientation
  • Marriage and Civil Partnership

The UK Equality Act 2010 defines a disabled person as someone who has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.

This may include:

  • Dyslexia and other learning difficulties and differences such as dyspraxia, dyscalculia dysgraphia, or attention deficit disorder
  • Visual impairment
  • Hearing impairment
  • Mobility impairment
  • Mental health illness
  • Unseen illnesses such as cancer, multiple sclerosis, chronic fatigue, HIV, Irritable bowel syndrome, diabetes, epilepsy, cystic fibrosis,
  • Autistic spectrum disorders.

KLC is committed to offering support for any of these conditions that could affect a student’s ability to perform on an equal level with their fellow students.

Learning Support Plans

As part of inclusive teaching and learning practice, Student Welfare has introduced Learning Support Plans (LSPs) to all courses. When students present evidence of a disability, learning difficulty, mental health condition or physical condition to the Welfare department or Course Leader, Welfare will meet them to review the evidence and discuss with the student what reasonable adjustments to their learning may be required.

In order for the school to create a Learning Support Plan and allow for a student to apply for a DSA, they will need a Diagnostic Assessment Report from a:

  • Psychologist registered with the Health Care Practitioner Council (HCPC), or
  • Specialist dyslexia teacher with a current Assessment Practising Certificate (APC)
  • As of February 2019, this report can be from an assessment carried out at any age. It does not need to be a post-16 assessment
  • For any physical or mental health conditions,
  • Please provide us with evidence from your GP or other medical professional (e.g. consultant, therapist, psychiatric nurse) confirming your diagnosis.


Our policy does not intend to deliver favourable treatment to students with a learning difference such as dyslexia in comparison to their non-dyslexic peers, but rather its purpose is to offer a reasonable adjustment to standard teaching and assessment procedures to take account of the reality of their dyslexia. Furthermore, this policy is not intended to enforce the lowering of academic standards.

Our policy seeks to maintain equality of opportunity for students with learning differences such as dyslexia in respect of teaching and assessment of course/project work and essay writing.

How we support Dyslexic Students:

1. Assisting the student to obtain official certification of their condition. This responsibility lies with our Student Welfare Team who can provide contact information for the British Psychological Society who hold a list of practicing Chartered Educational Psychologists and Specialist Teacher Assessors.

Requirement documentation:

If you have a specific learning difficulty (e.g. dyslexia or dyspraxia) and would like a Learning Support Plan put in place, please supply us with a report confirming your diagnosis. This needs to have been carried out by a specialist teacher or educational psychologist. If you're not sure if your report meets these requirements, or you don't have a report, please get in touch and we can help you to find a suitable assessor.

2. Tutors receive training on teaching techniques which will assist learning for a dyslexic student. In addition, all academic and support staff are briefed on the indicators of dyslexia (see below) and to be on the lookout for these, as we are aware that not all students disclose their dyslexia at the outset of the course

  • Spatial Awareness – difficulty with perception of space and size
  • Visuo-motor – difficulty with the coordination of vision and movements
  • Comprehension – difficulty understanding spoken information correctly
  • Auditory sequencing – cannot easily sequence information heard
  • Slow to process information
  • Weak short term and working memory
  • Requirement for over learning to embed skills
  • Sequencing difficulties – cannot easily order symbols or shapes
  • Problems processing and discriminating between sounds, shapes, letters, numbers etc.
  • Possible visual disturbances, visual stress
  • Processing of information does not always appear logical in written form
  • Written work does not match level of understanding
  • Incorrect spelling, poor handwriting, reversal of letters, unnecessary repetition of words and unusual use of vocabulary
  • Poor time management skills
  • Poor organisational skills.

3. Dyslexic students can be seated close to the front of the studio for a clear view of the whiteboard

4. We actively encourage peer support / buddy system within the studio

5. During lectures, a dyslexic student with the consent of the tutor and studio group could take notes on a laptop or alternatively audio-record lectures with a recording device such as a smart phone or dictaphone.

6. Additional oral explanation of assignment briefs can be given.

7. Handouts and other materials can be handed out in advance of timetabled sessions and if preferred they can be printed on coloured paper.

8. Provision of additional time, rest breaks for coursework, project work and essays in line with GEAR

9. Additional tutor support is provided particularly for activities such as essay planning.

10. When assessing written work from a dyslexic student, tutors aim to establish the learning outcomes for the assignment in question. Mark the work with the intention of giving credit for the student’s achievements in meeting these learning outcomes by focusing on the content and understanding of the topic rather than concentrating on written expression.

KLC is committed to supporting government strategies for widening participation for this student group and have a statutory duty in accordance with the SEND Code of Practice for 0 – 25 years.

Disabilities General

(Visual impairment, hearing impairment, mobility impairment mental health illness, unseen illnesses and autistic spectrum disorders)

As an education provider, KLC has a duty to make reasonable adjustments or take steps to ensure that a disabled person isn’t at a substantial disadvantage compared to those who are not disabled. This is something that we take very seriously and we are eager to ensure that disabled students feel comfortable and that any specific requirements /reasonable adjustments to facilitate their learning are made available.

We want all of our students to get the most from their time with us and actively encourage students to disclose any disability at the earliest opportunity to enable us to identify and provide appropriate support.

Our Student Welfare Team is available five days a week to provide practical and emotional support. They are available for face-to-face meetings and are also available by email and by phone. The team are in regular contact with students, engaging in social and wellbeing activities.

KLC endeavours to comply fully with the Data Protection Act 1998 in its handling of personal data. Any student has the right to request confidentiality ensuring the school will gain consent before making any disclosures. If disability status and consequent needs are made aware of, all unnecessary and potentially damaging disclosures can be prevented. If a disability is not declared at application/enrolment, appropriate support may consequently be delayed.