As my peer group had varying personal commitments and deadlines – we met via teams on 02.07/2026 and gave each other live feedback to help with our work. The feedback I was given is as follows:
My peer group suggested that the questionnaire could be introduced as part of the student onboarding process rather than at the beginning of an individual module. This would enable information to be gathered once and potentially shared with relevant teaching staff throughout the student’s journey.
They also highlighted the work already undertaken by services such as the Chaplaincy, suggesting that some information regarding students’ religious practices and support needs may already be collected. This presents an opportunity to consider how existing information could be used more effectively, rather than duplicating data collection.
A key barrier identified was the practical implementation of the intervention. My peers felt it would be important to establish clear parameters around what information is collected, how it is used and what students can realistically expect tutors to act upon. This would help manage expectations whilst protecting staff from committing to adjustments that may not be possible.
The group also suggested removing the question asking students to describe their ‘perfect learning environment’, as this may encourage expectations that cannot always be met. Instead, questions should focus on simple, realistic adjustments that tutors could reasonably implement.
As I currently teach relatively small cohorts, my proposal may be easier to implement than on larger courses where staff teach over 100 students. Therefore, scalability will need to be considered if the intervention is to be adopted more widely.
My peers acknowledged that the new London College of Fashion building already provides an inclusive physical environment. However, they felt that this proposal would complement those facilities by improving understanding of students’ individual learning needs.
Suggestions were also made around collaborative learning. Where appropriate, seminar groups could be organised to encourage students with different working preferences, such as those who work best during the day or evening, to share ideas and support one another.
Further discussion considered the recording of lectures. Whilst recording all sessions may reduce attendance, selective recording or providing alternative resources could support students with visa issues, caring responsibilities or other circumstances that occasionally prevent attendance.
The group also highlighted the accessibility tools already available through Moodle. These include automatic translation into multiple languages, translated teaching materials and weekly language support sessions. Incorporating the questionnaire into Moodle could improve accessibility for students whose first language is not English.
Finally, my peers advised that the questionnaire should use friendly, non-committal language, avoiding jargon and keeping questions as short and clear as possible. They also suggested encouraging students to complete the questionnaire in their primary language where appropriate. As students’ needs may change throughout their studies, the questionnaire could be introduced in Year 1 and revisited in Years 2 and 3, allowing students to update information following new diagnoses or changing circumstances.
Ai log: Prompt 1: Hi Chat GPT please write these notes into full sentances (Original notes: Tab appearance
Header/ menu
Option to add posts on menu
On boarding forms – as part of onboarding process
Chaplaincy – support prayers Friday – gathering evidence and information that students could share
Barrier – implementation
Caviat – clear peramiters
Perfect learning environment – remove
Managing students expectations
I teach very small students – large groups difficult
LCF – acknowledgement that the building is new and good environment
Seminar groups –
-Group work – some of you good work day – night – pass on
Clear perimeters to protect me.
recording lectures – only first one – want people to come in.
Visas issue etc
Put in place without loosing students etc…
Moodle – instantly translated into all languages
Accessibility tools – briefs etc on Moodle – instantly translated.
Weekly language support sessions
Not a clear way for us to have access to information
Friendly – not commital, plain language – shortest sentences possible.
If English isn’t first your first language, please use your primary language.
Most basic English
Nice proposal and document for them.
Introduce in year 1 and touch in year 2, then year 3, as diagnosis chance)