Education and Career Forum

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The best way to include all students in academic activities is to plan them taking into account access for all, sometimes referred to as inclusive practice. At this level, teaching strategies which are effective for disabled students are also effective for non-disabled students. The term ‘special needs’ is unhelpful as the requirements of disabled students are not ‘special’, they are generally identical to those of non-disabled students. For example, they need access to the teaching room, and access to the information that is being presented or discussed — so premises and teaching materials and styles should be well designed or adapted to provide that access.
Key Support Areas

Ensure you are aware of any additional requirements of your students and have an understanding of the support required
Use and allow the use of appropriate technology, such as the PA system, induction loops, and digital recording devices
Have handouts available, and in an accessible format, well-labelled and in advance, if required
Manage discussions and Q & A sessions to enable all to participate, and make explicit what is required
Familiarise yourself with the University's Code of Practice: Reasonable adjustments for disabled students

Inclusive Teaching

Inclusive teaching is a process rather than a set of specific actions and the most effective strategies will vary from subject to subject. However listed below are some of the strategies which will have the most wide spread impact.

Overall
Lectures
Supervisions
Practicals, Fieldwork, and Years Abroad
Sourcing and Reading Relevant Materials
What libraries can do
Producing and Submitting Written Work


Overall

Consider inclusivity at the outset, when planning new material and getting ready to start with new students. Check the process for being informed of any additional requirements and work with the student to set up support. Where appropriate, ask students if they have any additional requirements.
Consider access for all when choosing a teaching venue. This may include wheelchair access, or availability of induction loops. For some, reserved seating will make a venue accessible, for example near to equipment or the board, or near a door which may help manage anxiety. See the University Disability Access Guide for more information on the accessibility of various college and departmental buildings.
When setting a timetable, allow for travel time and other disability related requirements where at all possible. Sticking to an agreed timetable will make it easier for students who have support requirements to attend.
Use any technology available, e.g. induction loops, or the PA system (especially for large groups where it may not be obvious who may need it). If a student has signed the Agreement for the Recording of Lectures, then they should be allowed to do so.

Lectures

Provide an overview of the course structure, including linking topics and clarity around course outcomes, as this will enable the students to make better connections between course elements and prepare more fully for each lecture.
Provide handouts, ideally 24 hours in advance in electronic format, or 12-14 sans serif font on off white paper. It may be more logistically straightforward to allow all students to have their handouts in advance and there is no evidence that this reduces attendance at lectures.
Try to avoid expecting students to undertake more than one learning activity at a time. For many disabled students answering questions while listening and taking notes is more complex than for their peers and may lead to difficulties.

Supervisions

Use ground rules to make discussion activities constructive and the expectations explicit. State at the start of sessions what the expected behaviour is. For example, if a student is lip reading each participant will need to attract the student's attention before beginning to speak; if you only want students to speak for a maximum of three minutes, this needs to be stated.
Offer additional time and support when a disabled student is preparing for presentations. Consider offering the opportunity for additional practice sessions and ensure the subsequent group discussion is constructive.

Practicals, Fieldwork, and Years Abroad

When leading in laboratories, fieldwork or other environments ensure the above points are followed and that the student is prepared and able to access human support as required. Many disabled people need more assistance in an unfamiliar environment and good planning is essential.
Disabled students are entitled to the same level of adjustments and support wherever they are learning, and assistance is required from those teaching them to achieve this.
For disabled students needing assistance in the lab, this can be organised through the DRC and works best if planned in advance. For some having the equipment partially set up in advance is a good adjustment. Avoid casting another student as assistant.
Ensure all instructions are available in written format in addition to being presented verbally.

Sourcing and Reading Relevant Materials

Provide directed reading lists. Consider prioritising the reading list, or identifying a few key chapters. Indicate whether reading can be found online, if appropriate.

What libraries can do

Provide good physical access, and be clear on alternative strategies where this is not possible
Make your signs and notices very clear
Provide a range of specialist equipment, such as a scanner system, Braille printer, a voice-synthesiser, closed circuit television reader, screen-reading software, screen magnifier
Make your catalogue accessible
Accommodate extended loan periods
Fetch books and other items from shelves
Allow access to the library for disabled student's assistants

Producing and Submitting Written Work

Give feedback including positive points in typed format. Adding a grade is most useful as this is a benchmark which is clear to students. Comments on a separate document help students to refer back to them and to see the feedback overall.
Discuss the title with the student to avoid unnecessary ambiguity and keep titles clear if a specific result is required.

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