Newsletter February 2022: Including all students

It is likely that we all experience barriers to learning at times. In some cases, we find ways to overcome these barriers, alternatively we cope the best we can. I remember struggling to read a lecturer’s overhead projector slides written in green ink and instead relied on the recommended readings. But for those with persistent physical, mental and/or neurodiverse  needs barriers to learning can persist, and unless accommodations are made these students’ learning opportunities are compromised. Fortunately, there are approaches and resources, including those outlined in this newsletter, which can help students overcome barriers to learning. See the accompanying sections on Resources from Student Services, Practical approaches and Checklists.

You may have experienced teaching students who shared their specific learning needs with you and requested certain accommodations. For example, students with the neurodiversity dyslexia generally need additional time to process written texts. They may have asked for your lecture notes or presentation so they could prepare the text before class. It is also likely that you have taught or supervised students who are experiencing barriers to learning and are unaware that these barriers could be removed or possibly overcome. 

Ways forward

First step – work together with the students
Ask the students to let you know of any accommodations which would help them overcome barriers to learning. You could set up a Poll Everywhere* for anonymous responses and/or encourage discussion in student groups and collect their ideas in person or by email. Students may need some prompting on what sort of accommodations you could make, for example sharing keywords,  concepts and extracts from presentations before class to help students focus their preparation, and the choice of font and font size in presentations and resources. In this way, all students can contribute suggestions without having to reveal individual learning challenges. It is often the case that accommodations made for specific learning needs, such as choice of font are beneficial for all learners.

*Poll Everywhere  (PE) is a Student Response System. You can get a licensed copy  from Anne Grete Petersen  and you can follow a self-paced online course on how to use PE effectively in your courses.

The newsletter includes these three sections, each offering practical resources and approaches:

1. Resources on hand at SDU to support inclusive and accessible teaching and learning
2. Practical approaches to planning and teaching inclusive and accessible courses
3. Checklists for inclusive and accessible course design, course curriculum, teaching and assessment

Below, you also find a list of extra readings on inclusive and accessible teaching and learning.

Further readings on inclusive and accessible education