Creating Accessible Teaching and Support

At the beginning of a new semester, invite students to approach you to discuss any particular learning requirements or support needs. Remove barriers to full participation by reviewing physical access and developing flexible assessment practices.

Anticipate student needs in all aspects of the learning program, including on-line components, field trips and lab work. Lecture outlines and other course materials should be circulated to students in advance. There are some simple, practical steps you can take to ensure that all students understand your lecture and enjoy a positive learning experience.

• Make study materials available in ample time for their conversion to accessible formats.
• Face the class when speaking so that any lip readers can see you.
• Consider wearing a microphone.
• Record lectures.
• Repeat other students' questions and comments.
• Give both oral and written instructions.
• Vary your presentation methods and teaching strategies.
• Provide students with a list of new terms or abbreviations.
• Subtitle or transcribe DVDs.

The following strategies be implemented as part of your inclusive teaching practice.

• Make booklists available sufficiently early for students to obtain texts in alternative formats such as audio tape or Braille.
• Ensure lecture theatres and other rooms are time-tabled with the needs of students with disability in mind (you may need to consider physical access, lighting and acoustics).
• Face students when you speak, including when you are using slides or writing on a board. This will assist those who are lip-reading.
• Provide handouts in advance of the lecture and make these available online. This will be particularly helpful to students who have visual impairments or dyslexia.
• Use microphones or allow taping of classe.
• Read aloud material presented visually.
• Pace your delivery and, if necessary, allow brief breaks to allow students and sign language interpreters to keep up.
• When students have assistants such as notetakers or interpreters, direct questions and comments directly to the student.
• Support students with communication difficulties when they need to prepare class presentations.
• Ensure that only one person speaks at a time during discussions.
• Ensure that all students can contribute, regardless of any communication barriers.

Students will sometimes encounter problems related to their studies, relationships or lives in general. If an issue is not addressed, they may become distressed and withdrawn and fall behind in their work. Some will lack the confidence to ask for help, so you may need to provide encouragement and opportunity for them to do so.  When a student is at risk you will need to seek assistance promptly.

If students experience difficulties you may be called on to provide support. You can assist them to get the help they need. Your response will depend on the situation: sometimes, acknowledging their feelings will suffice; in other cases, you may need to offer more encouragement and opportunity for them to discuss their problems. Effective communication skills will be particularly valuable so see Communication and Language Tips.

If the student denies they are experiencing problems, explain why you are concerned (for example, their behaviour has changed significantly or the quality of their work has deteriorated). If they refuse to discuss the matter there may be little more you can do, but pass on information about how to seek help in case they change their mind later on. 

When a student is at risk you will need to seek assistance promptly.  The Responding to Students in Difficulty and at Risk factsheet includes advice about:

• risk assessment
• duty of care
• effective communication with a distressed student
• staff and student safety
• responding to the risk of suicide or violence.

Students may sometimes exhibit patterns of behaviour that are outside the bounds of accepted norms.  There are strategies that you can implement to prevent and respond to disruptive behaviour, and reduce the likelihood of harassment or discrimination.  If you believe that a student is at risk, displaying significantly abnormal behaviour or the student’s behaviour is impacting others you will need to seek assistance promptly.

See the Dealing with Disruptive Behaviour factsheet for information about:

• preventing behaviour problems
• managing a disruptive incident
• referral and documentation
• follow-up procedures
• developing a behaviour agreement.