Accessible & Inclusive Learning Policy
Appendix B. Examples of Accessible Teaching
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Inclusive and accessible teaching materials
All electronic materials must now meet the requirement of Digital Accessibility guidance.
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Accessibility for learning experiences in the classroom
Accessibility for learning in the classroom: Academic Schools will be aware of disabilities disclosed that might impact on a student’s engagement in the classroom. However, it may not always have been possible to consider them in advance of course design. The following are suggestions of alternative approaches that might be appropriate, but this is not an exhaustive list and other options are also possible. Discussion with the student and the Disability Service is also encouraged to find an appropriate alternative. When the learning experience is directly linked to an assignment, it is imperative that engagement with students begins before the assessment is made public and that an alternative assessment is available.
Examples could include:
- Oral presentation: submit a recording of the presentation, or in a session alone with the markers, instead of in front of a group of students as an alternative.
- Group work: provide structured and specific roles to give clarity and purpose; where students may have impaired social cognition, such as in autism, assign groups rather than asking students to self-assign.
- Practical work (e.g. in labs): a demonstrator or support worker provides readings, and/or carries out parts of the experiment under student’s instructions; use live video feeds to allow viewing of experiment under different angles.
- Computing work: use height adjustable desks and ensure accessibility software is available on locally provided laptops.
To note: Where an assignment is linked to standards set by a national body (such as the Royal College of Veterinary Surgeons) then adjustments agreed between a student and the University of Glasgow may need external approval. Such approval must be sought at the earliest possible time (at the point the University becomes aware of a student’s learning needs wherever possible).
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Accessibility for learning experiences outside the classroom
Accessibility for learning experiences outside the classroom: Academic Schools will be aware of disclosed disabled students and will take these students’ needs into account when planning placements, visits and field courses. Undisclosed disabled students should be encouraged to disclose (in confidence) any health or mental health conditions which during the normal course of their studies would not present a risk to themselves, peers or teachers, but in external environments may present risk, so that this may be considered in planning.
Examples could include:
- Students who have undisclosed diabetes. Their condition may be well-controlled in the University environments, but problems may occur in areas that do not have sufficient refrigeration, or where local conditions may result in them having poor and/or intermittent nutrition.
- Students who have uncontrolled epilepsy.
- Students who have mental health conditions. The additional stresses which can be brought about in external environments can exacerbate particular conditions such as anxiety or depression.
- Students who have asthma or other respiratory illnesses. Respiratory complaints may be aggravated in particular environments and may require medical attention.
In preparation for all learning experiences outside the classroom, all students should be briefed on:
- The benefits of disclosure (principally, that undisclosed needs cannot be met)
- How to disclose, including who to contact to make a disclosure
- How to engage with a risk assessment
Where it may not be possible to make learning experiences outside the classroom accessible or safe for a disabled student, consideration must be given, on a case-by-case basis, to an alternative method for the student to achieve the relevant learning objectives. This should include consultation with the student and the Disability Service.
The necessity of seeking alternatives will be reduced if options can be incorporated into learning experiences outside the classroom such that students can opt for activities of higher and lower intensity, duration or frequency. Similarly, a placement or field course may be mandatory, but consideration should be given to providing choices within the experience, including making some aspects of the experience optional, provided that learning objectives can still be met. Examples could include:
- Field work which includes climbing and work on the level could provide options such that the climbing portion is optional or can be replaced by more work on the level.
- Placements where it is necessary to demonstrate capacity for night working can consider providing flexibility in the amount of night working that must be demonstrated.
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