Inclusive Teaching is Accessible

Accessibility means students,  especially those who have been disadvantaged by society in different ways, have equal opportunities for participation and ample support throughout their studies. As Sara Ahmed says, “access is pedagogy.”  Making adjustments to our teaching, to learning spaces and resources, can teach us how in formal learning some learners have been disadvantaged. It can help us become more reflective and empathetic in our teaching. 

You might find the following resources helpful for making your teaching more accessible:

Introduction to inclusion: What does it mean in practice? 

This resource will give you some ideas as to how to remove some barriers to learning altogether across the institution, not just on an individual basis. 

Inclusive communication and interaction

This presentation will guide you through inclusive communication and interaction with respect to various types of disability. This is an open educational resource you can adapt and re-use.

Inclusion at Goldsmiths 

This resource provides in-depth information on how to address inclusion with respect to different forms of face-to-face teaching (e.g., lectures, seminars/tutorials, and practice-based sessions) and associated materials (e.g., hand-outs and lecture slides).

The presentation below supplements the resource Inclusion at Goldsmiths:

Further Resources

Accessible by design: Applying UDL principles in a first year undergraduate course

Inclusive learning and teaching: Quick advice overview (University of Plymouth)

Inclusive Teaching for Students with Mental Health Conditions

Developing an Inclusive Culture in Higher Education – Higher Education Academy