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Inclusive Teaching
Inclusive Teaching
Inclusive Teaching
Preparing teaching materials using user-friendly styles
Inclusive Teaching
Inclusive Teaching
There are a number of easy things you can do to make sure your teaching is accessible for all. Many of these things are frequently listed in individual student support documents, but they are generally good practices that will benefit all students.
Inclusive teaching – lectures
Give permission to record instructions
Include a synopsis at the start of lectures
Review major points at the end of the lecture
Allow sufficient time for copying from the board
Provide electronic copies of lecture slides & handouts in advance
Use effective signposting throughout lectures
Number lecture slides to assist with note-taking
Use user-friendly styles for slides and handouts (see below)
- Give permission to record lectures, supervisions, dissertation tutorials, and guest speakers
- Provide slide presentations on a pastel-coloured background where possible
- Provide lecture materials (e.g. slide presentations, handouts, lecture notes etc.) in advance, in electronic format
- Where required, provide handouts on yellow or off-white paper to enable the student to access the reading material
- Number lecture slides to assist with referencing during note-taking
- Provide a synopsis at the start of the lectures and effective signposting throughout. At the conclusion of each lecture, review major points
- Identify essential information
- Introduce new vocabulary in context with concepts explained
- Label diagrams in handouts, where possible.
- Where relevant, leave information on the board to allow adequate copying time
- Provide guidance with reading lists and/or directed reading tasks
Inclusive teaching – practicals
Give permission to record instructions
Provide both written and verbal instructions and protocols
Break lengthy tasks into stages
Repeat information when necessary
- Provide instructions, processes, and protocols in written and verbal form
- Give permission to record instructions
- Break lengthy tasks into stages
- Repeat information when necessary
- Give adequate time to assimilate information and prepare answers to verbal questions
- Provide group discussion materials in advance
- Use concise, clear, and explicit language
- Provide instructions in written form if required
- Provide assignment deadlines well in advance
- Provide exemplars and models of expected work/assignments (e.g. an example of a 1st class essay, a 2:1, a 2:2, etc)
- Provide constructive written and verbal feedback
- Provide detailed, legible feedback on strong points of the essay or assignment as well as areas for improvement