Accessible teaching means that you adapt your teaching to students' different needs. Pedagogical adaptations that are absolutely necessary for an individual student with a disability also often benefit other students and can also lead to pedagogical development.

Here is a checklist with good advice and tips on how you can easily make your teaching more accessible to everyone.

Accessible course structure in Athena

Have discussions in the teaching team and agree on a common course structure in Athena. Then try to keep it throughout the course. Ask students about their opinions in order to develop the course structure so that it is as effective and accessible as possible.

Sound in the room

Is there a fixed hearing loop in the room so that students with hearing impairments can take part in the teaching? Portable hearing loops can be borrowed from the servicecenters. Always use a microphone if it is in the room.

Use a microphone

If the room is equipped with a microphone, you should use it. Never ask the student group if it is OK to ignore the microphone just because you as a teacher are uncomfortable with it.

Light in the room

Remember that the light in the room must be good. Never turn it off completely during movie viewing or similar. Students with a sign language interpreter must be able to see the interpreter.

Turn to the group

Never speak with your back to the group while writing on the board. Many students with hearing impairments are lip readers, but other students may also need to see your face to perceive the information correctly.

Write clearly on writing surfaces

If you use writing surfaces in your teaching, it is important that you have the text clearly and structured on the board. Use pencils with sharp contrasts such as black or blue - on cleaned whiteboard. Avoid red and green pencils as these are colors that are often difficult to read for those who are color blind. Read out loud what you write so that everyone is sure that they have understood the information correctly. Avoid cursive handwriting!

Encourage photography and recordings

Be positive that students take photographs of your notes on the whiteboard or record your lectures. However, ask them to delete the recording when they have finished listening.

Clear instructions

Provide as clear directives and instructions as possible, preferably both in writing and orally. Among other things, it makes it easier for students with cognitive difficulties and neuropsychiatric disabilities.

Digital course material

Remember to publish digital course material in an accessible format. PowerPoint presentations should be available before lectures so that students can use screen readers or speech synthesis, magnification and more on their computer. Read more here about how to make your teaching documents available to everyone.

Foresight

It is desirable that the literature list is completed no later than two months before the start of the course. Reading of compulsory course literature made by the Swedish Agency for Accessible Media takes about two months. Schedule and classroom bookings also need to be available well in advance.

Student groups

Avoid self-enrollment in student groups. It is better that you as a teacher divide the students or randomize groups. Not being "selected" is something that affects students with disabilities to a greater degree than other students.

Add breaks

Add frequent breaks. Many people with disabilities have a reduced ability to concentrate, which takes a lot of energy.

Vary examination forms

Vary the examination forms during a course so that students with different backgrounds can have the opportunity to show their knowledge and abilities in a way that suits them best.

Avoid room changes and schedule changes

Try to avoid late changes as this can cause stress and anxiety for students with mental and cognitive disabilities. This can result in the student not participating at all during those course occasions.

Repeat

Repeat questions and comments from the group in the classroom during the learning activity so that everyone has an opportunity to understand what is being said.

General advice and tips:

The student's individual needs

Students with the same disability may have completely different needs. Each student must therefore be treated individually and generalizations must be avoided. For example, students who use a wheelchair do not always need the same type of adaptations, and students with dyslexia and neuropsychiatric disabilities may have different conditions to meet the reading and writing requirements of a course. In the same way, students who stutter have different conditions for passing oral course objectives. How students with various disabilities interact in groups also differs from person to person.

Many disabilities are not visible on the outside. A student does not have to talk about or discuss his or her disability with a teacher or other staff at the department. Most people still choose to have a dialogue about the obstacles they face and the adjustments they need. Do not hesitate to ask questions about adaptations to the student who knows best what works and what does not. Be open and responsive and think about the student's right to privacy.

Mutual respect facilitates communication between student and teacher and is a prerequisite for students to be able to perform their best.

Accessible education benefits everyone

It is a pedagogical challenge to design a learning environment so that it is accessible to all students at Stockholm University.

The environment at the university is of great importance so that a disability does not become an obstacle. The obstacle only arises when the environment, physical, educational or social, becomes a barrier.

Already when planning your course, you need to think about different aspects of accessibility. As a teacher, a conscious choice of pedagogical strategies is a key factor for accessibility. The starting point for these strategies is that you understand how you can adapt your teaching so that it is available to all students in group work, adapting or choosing classrooms and designing the teaching material.

Feel free to consult with other teachers with pedagogical experience. The student department's coordinator can give advice regarding alternative solutions for adaptations of examinations or alternative ways of doing different course activities.

To meet students

Remember that it is the student himself who has the best and greatest knowledge about his disability. The student is responsible for handling his certificate with decisions and recommendations from the coordinators at the Student Department, which can be a good starting point in the conversation.

Before the start of the course, you should inform students with a certificate of special educational support that they are welcome to book a meeting to discuss the adaptations that the coordinator for special educational support has recommended.

Always speak directly to the student, not to the student's interpreter or assistant. Also keep in mind that not all disabilities are easy for the student to talk about and that the student therefore sometimes chooses to remain anonymous.

Text: Stefan Karlsson