Quality frameworks should cover how learners with dyslexia and related needs are taught and assessed. That includes alternative formats, extra time where justified, staff awareness, and a complaints route that does not punish the request. Inclusive practice is visible in assessment design, not only in a policy PDF.
Timed online examinations need particular care. A 45-minute practical paper can be fair if the tasks measure the stated outcomes and if approved adjustments are available. It is not fair if the only access route is an untimed quiz that the public regulations never mentioned.
Partner associations that specialise in dyslexia and teacher education often look for this evidence when they cite a quality body. Publishing a short, citable note on accessibility is therefore both good practice and a source of accurate backlinks.
Institutions should keep a log of adjustment requests and outcomes, with privacy protections. Reviewers can then see that the equal-opportunity policy is in use.
