Creating Accessible Teaching and Support

Better understanding of student needs, knowledge of specialist software and hardware and mainstreaming of support services are key strategies for improving the accessibility of ICT facilities and the quality of support provided to students with disability. Whenever possible, specialised software should be built in to standard computer images to make them available where students normally work, rather than in specialised facilities.

Many universities across Australia have established assistive technology resource rooms for students with disability. Whilst these have improved access to computers and information wherever possible assistive technology should also be available where students normally work ie in libraries, common rooms and computer labs rather than specialised facilities.  Taking this inclusive approach to the provision of services benefits all students and is cost effective in the medium term.

Some strategies for providing ICT services inclusively:

• Conduct an accessibility audit of existing facilities and consult with students as to where and what equipment is most needed.
• Ensure that TTY facilities are included in the telephone network.
• When (re)developing facilities follow guidelines to ensure that accessibility is maximised.
• Include a review of the use of assistive technology and student satisfaction in the regular information technology planning mechanisms.
• Emplace effective support systems for students and train ICT support and library staff to maintain the technology. (Some universities provide training for students in the use of equipment, while others simply point them towards more information.)
• Advertise resources and conditions of use on accessible websites, and in libraries and student guides. Make teaching and support staff aware of them, too.
• Ensure that people using the rooms are safe, especially if the room is in an isolated area. In particular, consider OH&S, egress and fire warnings.
• Develop a procedure for responding to individual requests if the equipment is not suitable.

Key to improving the quality of ICT support for students with disability are a better understanding of their needs, improved knowledge of specialist software and hardware and most importantly improved communication skills. 

Many staff members value opportunities to develop skills in assistive technology and web accessibility, but developing the capacity to listen and explain clearly is often seen as not as important. The communication tips in this resource will be useful.

Disability-awareness training is an excellent starting point for addressing the sometimes difficult issues associated with improving access to IT infrastructure and supporting students with disability.