Inclusive practice teaching

Below is a list of best/inclusive practice teaching adjustments, we recommend that staff review how they can put these in place within their teaching. More information on best practice and toolkits can be found on goldsmithsteaching.com.

Communications have created ‘Accessible Ready’ templates on Goldmine.

Further advice regarding making materials accessible can be found on the Ability Net website.

Best practice which overlaps with online and onsite teaching

• Make teaching materials available electronically, ideally 48 hours before taught sessions. Teaching materials include glossaries, reference lists, PowerPoint slides, handouts, etc
• Ensure slides and power points are in an accessible format and available to students at least two days before the start of class
• Sending essential/core reading for the course to the library in advance (one academic term ahead) to ensure it is in an accessible format
• Provide written lists of new technical terms 48 hours before taught sessions
• Use clear language and short sentences, at an average speed
• Make information available so students can catch up on missed sessions
• Give key information both verbally and in writing
• Consider lighting when teaching, ensure that your face can be seen clearly at all times
• It is advisable that lectures are recorded where it is possible to do so

Onsite teaching

• Provide copies of scripts and summaries of audio-visual material in advance, these should be non-audio (an accessible document)
• Provide key dates, references and subject specific terminology 48 hours before taught sessions
• Allow students to take photographs of handwritten notes on the board
• Ensuring any audio-visual materials have subtitles or provide a transcript in advance. This includes those shown in class as well as those recommended for viewing outside taught sessions

Online teaching

• Advanced warning about any room/timetable changes as well as any platform changes for online classes (including - information on how to access the chosen platform)
• Use clear language and short sentences, at an average speed
• Consider your tone when speaking, for example removing sarcasm or irony
• Specify the process for questions (either raising hands or chat box) at the start of the class and stating the method that will be used at the start of the class. Only one platform should be used for consistency
• Use of blurred background feature (unless the background contains something that the students need to see)
• Classes to be facilitated so that all students have microphones switched off at the start of and during class, a system should be incorporated into the structure of the class to allow students to ask questions (for example raising hands function). The chat function can also be used to allow space to allow questions
• Time should be made by the tutor for summarising and questions. Any questions and queries should be read out by the lecturer
• Chat should be saved and sent to students if they are being used as a way to ask questions, ensuring transcriptions of the class are available too
• Setting clear guidance for online lectures to ensure accessibility for all students, i.e. one person speaking at a time, raising hands for questions
• Scheduling breaks for online classes, ideally after 45 minutes (15 minutes minimum)
• Giving students time to make verbal contributions if necessary, e.g. in crits, seminars, group work, offer a different method for this, for example online chat (private and shared)
• Questions should be available in text format as well as verbal
• Any instructions given to students should be in a concise, clear and unambiguous format
• Avoid switching screens or apps without notice, and sending students any links to pages, apps or screens that will be used
• Good quality mics should be used, mounted close to the mouth except for videoed content to ensure it is accessible for students who lip read
• Use live captioning as standard, this is built into Teams and Panopto and can be switched on in the meeting settings by the meeting owner, individual students can also turn on live captioning for themselves. Some students may have alternative software that they use for captioning (for example students with Disabled Students Allowance)

Coursework

• Re-word rather than repeat what you have said if students ask or are having difficulty understanding the assignment or brief
• Coursework deadlines should be staggered and ideally, two assignments should not be due on the same day

Exams onsite

• Any students requiring adjustments will be placed in a smaller exam room, shared with up to 25 - 30 other students requiring similar exam adjustments

Exams online

• Staff should make themselves familiar with the guidance for remote exams, this includes guidance regarding students who have reasonable adjustments in place
• Exams should be staggered and ideally two exams should not be set on the same day where possible

Placements

• Students should be encouraged to contact their Disability Adviser before their placement is arranged to plan any necessary support
• Confidentiality should always be maintained, and disability information should not be disclosed to other students, staff or clients of the service
• Departments can contact the Disability Team for further advice around individual reasonable adjustments if needed

Library

• All disabled students are eligible for extended book loans whereby a 1-week loans become 2 weeks and 3-week loans become 6 weeks. To set this up students should have a RASA (Reasonable Adjustment Support Agreement) in place, an appointment can be booked with the disability office to arrange this if needed
• eBooks and materials should be available in an accessible format

General

• If access to a quiet room is needed all students have access to the chill out space (RHB 204 - first floor above the security office). Any health and safety measures put in place should be adhered to. It is the responsibility of the person using the space to do this
• For students that may need it the first aid room is located behind the reception area in Richard Hoggart Building