This course is about the digital learning environment and about the design of information materials, teaching materials, exam tasks, and so on.

But as you have learned in this module, universal design is a broader concept that also covers “physical surroundings” and other aspects. At UiO, physical surroundings such as lecture halls and seminar rooms are adapted for all users. Instructors simply need to remember to use the adapted technology (for example microphones) correctly.

Furthermore, it should be an ideal to consider the learning environment as a whole. For example, instructors should strive to be clear and flexible in their communication with students, and try to make teaching as inclusive as possible.

In short

The ideal of universal design does not only apply to web solutions and digital learning resources. The entire learning environment should be addressed, and instructors must try to facilitate inclusive teaching.

Checklist for inclusive teaching

NTNU has developed a checklist for inclusive teaching (ntnu.no).

It states:

"One in four students has some form of disability, and most often it is invisible. As a lecturer you have a duty to ensure equal educational opportunities for all students. This checklist can help you plan learning activities so that as many as possible can participate".¹

Here is the checklist, with excerpts from NTNU’s text:

Use the microphone

All students benefit when lecturers use a microphone, while some students are entirely dependent on it. Students who use hearing aids can make use of wireless or room-installed equipment that sends the sound directly into the hearing aids from the microphone. They lose this possibility if you do not use a microphone.

The microphone should be used without being asked in all teaching spaces. The need is the same regardless of room size or the lecturer’s vocal projection. It can also be difficult for students who need it to ask for this, which unfairly places the responsibility on the students.

Students should also use a microphone; alternatively, student comments and questions should be repeated by the lecturer.

Provide clear and well-structured information

Students with various disabilities spend more time and energy being students. Make sure that information in your course is clear and easy to find. Be consistent in how information is communicated through learning platforms and communication channels.

Important messages and changes must be provided both in writing and orally in a way that ensures all students receive the information.

Face the class when you speak

Many students rely on lipreading and the lecturer’s body language to benefit from teaching. Therefore avoid speaking with your back turned, for example while writing on the board or when using a pointer. Use facial expression and body language, and make it visible by facing the class when you speak.

Enable participation

Simply knowing that you are welcome to get in touch matters a lot. Many students may find it difficult to express specific needs in front of a class or to contact lecturers.

Be welcoming and interested in how you can develop your teaching. Provide opportunities for all students to easily give feedback on how they experience your teaching. Small changes may benefit many. We are all different, and what works for one may not work for another or in another class. Invite students to help create an inclusive environment. Be welcoming and interested in developing your teaching, and set good examples for others. Inclusive methods and attitudes spread!

Make teaching accessible to everyone

Accessibility concerns both the design of materials and when they are shared with students.

Make teaching materials available to students early and in advance of teaching. For many, being able to prepare is decisive to benefit from lectures. Make the reading list available as soon as possible; it can take up to four months to get a reading list on audiobook.

Teaching materials must be designed with universal design to ensure accessibility for as many as possible.

Observe breaks

All students and lecturers benefit from regular breaks to maintain concentration and to regain energy. After 45 minutes of lecturing there should be a 15-minute break, and the break should occur at the expected time.

Many students expend a lot of effort to follow teaching and breaks are important to allow them to recover. Other students may depend on breaks to take medication or to otherwise prevent worsening symptoms of a health condition.

Do not ask whether it is okay to continue into the break to finish earlier. It can be very difficult for students who need the break to say so.

Sources

¹ The checklist was prepared by Anita Blakstad Bjørnerås, Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Sciences, NTNU. Source: https://www.ntnu.no/inb/universell-utforming