Australian Disability Clearinghouse on Education and Training

Teaching Assessment

In developing teaching and learning strategies that are appropriate for students with disabilities the following steps are important:

• practise inclusive teaching strategies (see also resources for inclusive teaching)
• invite students to approach you if they have particular learning requirements that can be met through reasonable adjustments
• discuss with students their learning support needs
• assess the implications of their disability in your course or unit
• identify and remove barriers that limit their participation by reviewing physical access and developing flexible delivery and assessment practices
• make available study materials in ample time for their conversion to accessible formats eg. brailling of texts or transcription of audiotapes
• ensure that required information is accessible to as wide an audience as possible
• ensure that technologically based information sources are accessible (eg WebCT/Blackboard course materials, library catalogue, CD ROM, Internet)
• organise through your disability service access to appropriate assistive technology and services (eg. scanners, voice synthesisers, Braille embossers and voice activated computers)
• anticipate such requirements in all aspects of the learning program (eg. ensuring access to field trips or practical or lab work )

• Inclusive forms of assessment potentially benefit all students and reduce the need for and cost of adjustments for those with disabilities eg:
  

• flexibility in the balance between assessed course work and examinations
• demonstration of achievement in alternative ways, such as through signed presentations or viva voce examinations
• balance between examinations and other forms of assessment
• flexible scheduling of examinations.

Adjusting delivery methods to meet the needs of students

The Disability Standards for Education require universities to take "reasonable" steps to enable a student to participate in education on the same basis as a student without a disability.  The Standards have specific requirements in relation to course delivery and assessment, but there are no clear rules as to what is reasonable in every circumstance. However, there are some general guidelines about what is reasonable  that can help decide the adjustments that are required. 

As student needs (and therefore expectations about adjustments) vary from case to case, it is important to meet with students early to plan for the accommodation for their needs and to discuss any implications of their disability for the course.  Advice from the disability service in your institution can be very helpful in complex cases.

Making adjustments to accommodate the needs of a student does not mean that academic standards should be lowered, or that the needs of other students can be disregarded. Inherent course requirements should be identified clearly. 

If required adjustments to assessment can be made by varying:

• procedures for conducting the assessment, e.g. additional time in examinations or extended deadline for assignments, use of a separate venue or alternative date or time of examination
• the method of assessment,  e.g. assignments instead of examination, short answer examination instead of multiple choice examination,  audiotaped or videotaped responses instead of written answers
• facilitating the use of assistive technology, amanuenses, readers and other support in examinations.
• check with the student whether these adjustments are actually meeting their needs.

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