Inclusive Teaching Practices

An introduction to Inclusive Teaching Practices.

A seventeen slide presentation highlighting things to do and not to do when considereing the accessibility of your HE course.

At the core of AT matching lies “feature matching”. This is a process whereby technology features are being identified that would benefit the AT user based on their abilities and needs.

This process of identifying technology features is based on the abilities and needs of the user. As a result, before considering AT, the educational team must clearly identify the user's unique needs and the tasks to be performed in the educational program.

The article describes an AT assessment process which identifies targeted tasks and environments for each student need. The student's needs and abilities should then be evaluated/observed if they have not already been identified. Then AT features are matched to those needs and abilities.

This article details assitive technologies including audio output devices (e-readers), Refreshing Braille displays, Braille embossers and screen readers.

This article describes AT for helping with writing when you have a visula impairment. It includes:

• Low vision aids
• Low vision computer sortware
• Note takers
• Scanners
• Scanner readers
• Voice recorders

An article with breif descriptions of technologies and issues to help with hearing impairments, including:

• Induction loop systems
• Radio aids
• Note takers/Sign Language interpreters/ Lip speakers
• Student safety

Technologies are being developed which can use a standard camera feed to track facial expressions in real time. This technology has been used in studies to predict the level of engagement or attention in students working on particular tasks. This brief article links some work in this field with which NTU have been involved.

A brief article describing some of the benefits of AR implementations in teaching. It also highlights and links some of the available technologies on the market.

A useful slide show of 13 slides, describing the best practices when interacting with people with a range of disabilities. This guidance can help the people with disabilities to understand you and you to work with them in the most effective way.

This learning element provides a table of terminologies that are acceptable, and terminologies athat are outdated or should be avoided to avoid offence. This can be particularly helpful to people with English as a second language.

A short article with three questions to ask yourself to check that your course is accessible.

Some top accessibility tips, including tips on:

• Knowing your students
• Use inclusive pedagogical strategies
• LMS usability
• Welcoming accessibility statements
• Checking files are readable to all
• Using accessibility checkers (with links)
• Using accessible tech
• Using closed captioning for video/live events

This article includes a number of links to useful external materials, including:

• 8 accessibility checklists from various linked sources
• 3 links to tips on making accessible course content and documents
• 12 links to accessible teaching guidance
• 3 links to online webinars on inclusion and accessibility