Neurodiversity - Day 3

Neurodiversity Day 3

Accessible Teaching: Useful Links

Accessible Teaching:Materials

Accessible Teaching: Preparation, Delivery, Assessment and Placements

Accessible Teaching: Supporting Neurodivergent students

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

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

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

Placements

• 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

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:

- Documents should have a minimum font size of 12, a sans serif font, and clear font colour- PowerPoints should have a minimum font size of 26, and be saved as a .ppt file type - Videos should be captioned with audio transcribed - Images should all be of high quality, have alt tags, and meaningful descriptions

Useful links Accessible Teaching Checklist Learning & Teaching Hub Disability Service Best Practice Guidance Disability Service Guidance for Accessible Materials Assistive Technology Inclusive Placement Guide Placement Planning Process Make an accessible PowerPoint Create an accessible Word document

Celebrating Neurodiversity in Higher Education

• 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

Best Practice - General Tips