Neurodiversity - Day 3
Disability Mentors G
Created on March 4, 2024
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Transcript
Accessible Teaching: Supporting Neurodivergent students
Accessible Teaching: Preparation, Delivery, Assessment and Placements
Accessible Teaching:Materials
Accessible Teaching: Useful Links
Neurodiversity Day 3
Assessment
- Communicate Assessment titles and dates in writing at the start of trimester
- Ensure all forms of assessment are accessible
- Consider how reasonable adjustments will be applied
- Ensure assessment guidance includes clear instructions for all tasks
- Be prepared to discount eye contact, body language, and pace in presentations
- Familiarise yourself with the Placement Planning Process
- Be aware of Students' RAPs that recommend following the process
- Module handbooks clearly state expectations, learning outcomes, and information about how placement will be assessed
Teaching Preparation
- Be familiar with your students' Recommended Adjustments Pages
- Ensure all module materials are in accessible format
- Provide slides and hand-outs at least 24 hours in advance
- Highlight essential texts in course resource lists
Teaching Delivery
- Make your expectations, boundaries, and learning outcomes clear
- Provide clear, concise, and unambiguous instructions
- Provide support for group work with guidance on rules and roles
- Be aware of how neuro-diversity-related difficulties impact presentation skills
Accessible Materials
- Program and Module Handbooks should be available in electronic format and accessible for users of assistive technology
- Word versions of PDF documents should always be provided
- Ensure appropriate features are applied:
Useful links Accessible Teaching ChecklistLearning & Teaching HubDisability Service Best Practice GuidanceDisability Service Guidance for Accessible MaterialsAssistive TechnologyInclusive Placement Guide Placement Planning ProcessMake an accessible PowerPoint Create an accessible Word document
Best Practice - General Tips
- Include provision of breaks
- Allow students to stand up and walk around
- Give sympathetic consideration to individual needs
- Be aware students may use strategies to stay focused
- Be mindful of the impact of lighting, sound and space in the physical environment
- Be familiar with current guidance on inclusive language
- Be Aware that neurodivergent students may have had previous negative experiences
- Sympathetically consider extension requests
- Avoid ambiguous communication and respond sympathetically to requests for clarification
- Provide examples where possible as they can help guide students on what is required
- Provide individual support to help students navigate their studies
Celebrating Neurodiversity in Higher Education
! Be familiar with your students' Recommended Adjustments Pages ! Ensure all module materials are in accessible format ! Provide Slides and handouts at least 24 hours in advance ! Identify Essential texts in course resource lists.
! Make your expectations, boundaries and learning outcomes clear ! Provide clear, concise, and unambiguous instructions. ! Provide support for group work with guidance on rules and roles ! Be aware of how neuro-diversity-related difficulties impact presentation skills