Questions about the toolkit itself and its implementation, rather than about any single accessibility category — those are answered within each Part 3 chapter instead. 

Do I need a formal diagnosis on file before I can apply the strategies in this toolkit? 

No. Almost every strategy in Parts 2 and 3 is good universal practice that benefits students whether or not a diagnosis has been disclosed or formally recorded. Formal reasonable adjustments (Part 1, Section 6) are the exception — these do typically require an agreed support plan. 

What if a student's request seems to go beyond what this toolkit describes? 

Treat this toolkit as a starting point, not an exhaustive list. Where a request is unfamiliar or you are unsure how to respond, use the named specialist contact described in Part 1, Section 5 rather than declining or improvising alone. 

How should this toolkit be used alongside the parallel Uzbekistan staff-guidance document produced for this project? 

The two are complementary rather than duplicative: the Uzbekistan staff-guidance document addresses institution-wide staff roles across four broader categories, while this toolkit is teacher-facing and organised around seven specific categories with day-to-day classroom actions. A teacher could reasonably use this toolkit alone; an institution rolling out inclusion policy more broadly would use both together. 

Who should be responsible for keeping this toolkit updated once it is published? 

A named owner — ideally the same team or working group responsible for the institution's inclusive-education strategy (see Part 1, Section 5 and Appendix A.3) — should review it at least annually, checking especially that named tools, contacts, and institutional examples are still current. 

Can individual chapters be extracted and printed separately? 

Yes — this is one reason every Part 3 chapter follows an identical structure and is self-contained. A single chapter can be printed as a standalone handout for a specific training need without needing the rest of the toolkit. 

What should happen if a teacher disagrees with an agreed adjustment? 

Raise the concern with the relevant disability or inclusion service rather than declining to implement the adjustment unilaterally. Adjustments are typically agreed based on evidence a teacher may not have full visibility of, and unilaterally withdrawing one can constitute a serious barrier to a student's studies.