inclusive-teaching
Checklist for inclusive teaching
Hver fjerde student har en eller annen form for funksjonsnedsettelse, og som oftest er den usynlig. Som foreleser har du plikt til å sikre like utdanningsmuligheter for alle studenter. Denne sjekklisten kan hjelpe deg til å planlegge læringsaktiviteter, slik at flest mulig kan delta.
Use the microphone
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While every student benefits from lecturers using microphones, some students depend on it. Students who use hearing aids can make use of wireless or room-installed equipment that directly transmits sound into their hearing aids from the microphone. They lose this opportunity if you don’t use a microphone.
Microphones should always be used in all learning spaces, regardless of the size of the teaching room and the lecturer’s use of voice. Additionally, it can be challenging for students who require the microphone to be used to voice their need, and thereby unfairly places the responsibility on the students.
Students should also use microphones when presenting, speaking to the class, or asking questions. Alternatively, comments and questions from students should be repeated by the lecturer.
Links and resources:
Face the class when speaking
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Many students rely on lip reading and the lecturer’s body language to fully benefit from the classes. Therefore, you should avoid speaking with your back turned, such as when writing on the blackboard or using a laser pointer. Use facial expressions and body language, and make this visible by facing the class when you speak.
Make time for regular breaks
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Every student and lecturer will benefit from regular breaks to maintain concentration and to recharge. After 45 minutes of teaching, there should be a 15-minute break, and the break should occur at the expected time.
Many students use a lot of effort to follow classes, and breaks are essential for allowing them to recuperate. Other students may depend on these breaks to take medication or prevent increased symptoms related to a health condition.
Do not ask for permission to continue the lecture into the break to finish teaching earlier. It can be challenging for students who need a break to speak up.
Ensure that all teaching material is accessible
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Making educational materials available to students early and in advance of class is crucial for many to prepare and benefit from lectures. Make the syllabus available as soon as possible; it can take up to four months to get the syllabus in audiobook format.
The design of educational materials must be done universally to ensure accessibility for as many students as possible.
Links and resources:
Provide clear information
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Students with various disabilities often spend more time and effort during their studies. Ensure that information in your course is clear and easy to find. Be consistent in the way information is conveyed through learning platforms and communication channels.
Important messages and changes should be provided in writing and orally in a way that ensures that all students receive the information.
Information about accommodation options:
Make sure to connect students with the study program’s academic advisor when there is a need for adapted teaching or potentially extending the study duration. Offer students flexibility where possible, such as regarding submission deadlines and assessment methods.
You can remind them of important application deadlines:
- September 1st for adapted reading spaces.
- September 15th for adapted exams in the fall semester.
- February 15th for adapted exams in the spring semester.
Lenker og ressurser
Facilitate participation and feedback
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Knowing that you are welcome to reach out means a lot. Many students may find it difficult to express specific needs in front of a class or to contact lecturers.
Be accommodating and interested in how you can improve your teaching. Provide an opportunity for all students to easily provide feedback on your classes. Small changes may benefit many. We are all different, and what works for one student may not work for another or in a different class. Therefore, invite students to contribute to creating an inclusive environment. Be receptive and interested in how you can develop your teaching, and set good examples for others. Inclusive methods and attitudes go a long way!