Accessible and Inclusive Learning policy guidance

Additional guidance to support the University's Accessible and Inclusive Learning policy.

The University has an updated accessible and inclusive learning policy:

University of Edinburgh Accessible and Inclusive Learning Policy (PDF)

This policy builds on the principle of Universal Design. Universal design is ‘design that’s usable by all people, to the greatest extent possible, without the need for adaptation or specialized design’ (attributed to Ron Mace). Universal design for learning comes from the systematic consideration of the effects of teaching, learning and assessment practice and policy at the each of the planning, implementation and evaluation stages to ensure that teaching and learning is accessible to all students. As well as following the principles of inclusive and universal design, there are some specific adjustments that should be on offer as standard practice because they will help so many students. These are set out below.

1. Course outlines and lists of core readings shall be available at least 4 weeks before the course starts.

What constitutes an outline?

An outline should:

  • Indicate the broad content of the course and outcomes
  • Tell students the course’s methods of assessment: by essay, exam, group project, etc.
  • Indicate the core texts: those which they are expected to read
  • Make it clear that there will be more information to follow: you should indicate what information will be provided, when and how

How can I ensure that students’ receive my course outline?

Either through your course’s Virtual Learning Environment (e.g. LEARN or MOODLE) or through course handbooks

How will this benefit students?

This will allow students to make effective course choices, read around their subject early on and prepare well for their course

How will this benefit staff?

It will ensure that students make appropriate course choices and are well prepared and ready to engage with course material.


2. Reading lists to indicate priority or relevance.

Do I need to prioritise my whole reading list?

No, but you should indicate which readings are considered to be key to understand themes within the course and those which are supplementary.

It may be useful to consider creating a digital reading list for this purpose.

Can I still expect students to read outside of this reading list?

Yes, absolutely. It should be indicated that students should read widely, and independently identify sources to read.

How will this benefit students?

This will enable students to ensure that they obtain essential information at appropriate points in the course. It will allow students to manage their time effectively, and be well prepared for classes.

How will this benefit staff?

It will ensure that students engage with appropriate reading for the course and have been exposed to the necessary information at the appropriate time in the course.


3. Lecture outlines or PowerPoint presentation slides for lectures and seminars to be made available at least 24 hours in advance of the class.

I don’t normally use PowerPoint, am I expected to create one specifically for this?

No, if you do not currently use PowerPoint you are not expected to start using it. Instead, you should simply produce an outline of the class. This could be a bullet-pointed list of key themes and content: detailed notes are not required.

What if my lecture slides contain confidential or ‘spoiler’ information?

Judgement will need to be exercised where confidential or ‘spoiler’ information (that which might spoil a student’s learning experience by revealing information too early) is contained within lecture materials so as not to compromise confidentiality or impinge upon the pedagogical experience. In such cases students should be informed that they may be given partial content. In the case of ‘spoiler information’ students may be provided with partial content in advance of the class; the full materials to be made available following the class. Confidential information need not be included.

Where should they be made available?

In the first instance on the course’s VLE, however if this is not possible the class should be informed of where they can find the information.

How will this benefit students?

This will help students familiarise themselves with the lecture material ahead of the class, provide an opportunity for preparatory background reading and prepare any questions that they may have. It also facilitates note-taking during the lectures by removing the need for students to copy down content from slides.

How will this benefit staff?

It will help students to engage in deeper note-taking in class, beyond the lecture slides. It should free students from copying down slide content, enabling them to be more engaged in the class discussion. Students may come to class better prepared and with questions about the material.


4. Key words and formulae to be provided to students at least 24 hours before the class.

Can I simply include these in the lecture outline?

Yes, of course. But, if this isn’t possible a separate hand-out detailing key terms and formulae should be provided. A glossary of technical terms (where relevant) is a useful appendix to a lecture outline or PowerPoint slides.

Where should they be made available?

In the first instance on the course’s Virtual Learning Environment (e.g. LEARN), however if this is not possible the class should be informed of where they can find the information.

How will this benefit students?

This will enable students to fully understand their teaching and facilitate their participation. It will provide students with an opportunity to prepare in advance of the lecture and to bring any questions to the lecture that they may have about the material.

How will this benefit staff?

It will promote increased participation in class. It will enable students to come to class with questions.


5. Students shall be notified by email of changes or announcements such as changes to courses, room changes or cancellations.

How should we tell students about cancellations or changes?

The official channel of communication for the University is the student mail system, using the student email address. But this can be backed up with other communication such as lecture announcements or local plasma screens, for example.

What is the time-limit for communicated cancellations or changes?

There is no time-limit, but of course students should be warned of cancellations or changes as soon as possible.

How will this benefit students?

This will ensure that students do not miss important information about changes and cancellations, for example, through absence, minimising disruption and dissatisfaction.

How will this benefit staff?

Ensure that classes are well attended and that all students are up to date with class learning.


6. Students shall be permitted to audio record lectures, tutorials and supervision sessions using their own equipment for their own personal learning.

 

For recording of lectures and other classes please see the following relevant policies:


7. All teaching staff shall ensure that microphones are worn and used in all lectures, where available, regardless of the perceived need to wear them.

I have a loud enough voice, I don’t need to wear a microphone

We cannot assume that all students can hear well enough or that they would wish to disclose their hearing impairment in a teaching situation, in front of a lot of people. The acoustics in the room, external noise and individual factors will all have an impact.

I need the flexibility to walk around during lectures, what should I do?

Wearing a ‘radio microphone’ is the best solution. These are already provided in many of the larger teaching spaces where PA systems are installed. In our largest teaching spaces there should always be two radio microphones to ensure there is always one available for use.

To check whether a microphone is provided in a room you intend to use, search the web room booking system for ‘PA’ under ‘suitabilities’. (The web room booking system is found in the timetabling section of MyEd).

If a PA system is not installed in the room you intend to use, you may need to consider moving to another room.

Temporary PA systems are available from Learning Spaces Technology (LTS) in Information Services for one-off special events in unequipped large locations.

Learning Spaces Technology website

I am recording my lectures, what should I do?

 It is essential all teaching staff using lecture recording use a microphone so that audio can be recorded. Teaching spaces which have been equipped with Media Hopper Replay also have either radio microphones or hand held microphones. In larger teaching spaces, there is also a 'catchbox' or throwable microphone which can be used for recording students.

Visit the Media Hopper Replay web pages for more information about the service.

How will this benefit students?

It helps to reduce the amount of effort that students have to spend concentrating to hear. It is very important for students with hearing impairments and for those whose first language is not English.

It reduces the risk of loss of information or mishearing information. Also, it removes the need for students to ask teaching staff to wear a microphone.

How will this benefit staff?

It puts less strain on teaching staff to keep voice levels raised. It contributes to increased concentration in class among students and possibly greater participation.


Benefits to teaching staff

Why we are implementing this policy.

Under the Equality Act 2010 the University of Edinburgh has an anticipatory duty to ensure that our learning and teaching environments are inclusive and supportive of disabled students.

We are expected to build accessibility into our teaching and learning and not simply make adjustments when a disabled student identifies themselves to the institution.

This policy includes three adjustments which made up half of the adjustments recommended by the Disability and Learning Support Service. Therefore by ‘mainstreaming’ these adjustments we significantly improve the accessibility and inclusivity of our classrooms and reduce the number of ad hoc adjustments that teaching staff need to make.

Further information and guidance

University of Edinburgh staff can find more-detailed guidance on the Information Services website on topics such as: alternative formats; large print and coloured paper; Words documents and PDFs; PowerPoint; creating accessible exam papers and handbooks; creating accessible courses in Virtual Learning Environments; and more.

Creating accessible materials - Information Services website

This article was published on