A professional development workshop on making university teaching accessible to students with disabilities in higher education.

1. Accessible Teaching
Making your teaching accessible for students with disabilities
Dr Emma Kennedy, Educational Development
Emma.kennedy@qmul.ac.uk

2. Learning Outcomes
Identify a variety of accessibility tools and measures
Identify the most common disabilities that students have in higher education – dyslexia, mental
health issues, dyspraxia – and ways this might impact their ability to access university.
Come up with solutions to common disability-related situations in teaching
Reflect on theories of disability and what they mean for higher education

3. Sections
Disability in higher
education
• Context
• Institutional
Responsibility
• Specific Learning
Difficulties
• Autistic Spectrum &
Mental Health
• Physical Disabilities
• Invisible Disability
Changing Practice
• Things you can do 1:
Resources
• Things you can do 2:
Actions
• Outside the
classroom: field trips,
placements, labs
Models and theories of
disability
• The social model
• Person-first
• Spoons

4. Disability in Higher Education - context
• Source for below: hefce.ac.uk/analysis/HEinEngland/students/disability/
10% of students have a
known disability
• disabled students increased by 42%
• Students with known mental health condition increased by 160%
2010-11- 2014-15 :
• Examples include dyslexia, dyspraxia, ADD, ADHD50% have SpLD
• slightly higherDropout rate in first year
• Slightly less likely to be awarded among students with high A levelsHigher degrees

5. QMUL Disability & Dyslexia Service:
Support disabled and dyslexic students & those with mental health issues
Provide screenings for students who think they may be dyslexic (c. 250 pa)
Make recommendations for reasonable adjustments on behalf of disabled students (e.g. exam
arrangements)
Co-ordinate and supply ‘human support’, i.e. specialist study skills, specialist mentoring, note-taking, library
support, study assistance, practical support assistance
Support students applying for a Disabled Student’s Allowance
Manage the Assistive Technology rooms in Bancroft Building and Mile End library and other AT provision
Ensure QMUL does not fall foul of the Equality Act (2010) as it relates to its disabled students

6. Institutional Responsibility
Equality Act 2010
Disabled Students Allowance
Recent changes to DSA
No longer funded
• universities must make ‘reasonable
adjustments’ to ensure students with
disabilities can access learning.
• given to offset extra costs of disability
• more responsibility on universities to
make curricula and access more inclusive
• non-medical help such as note-taking
and transcription

7. Recent changes in more detail (table by DDS)

8. Specific Learning Difficulties (SpLDs)
Dyslexia
• Affects information
process, storage &
retrieval, reading
• Issues with memory,
sequencing,
directions, structure
• Visual stress: colour
filters may help
Dyspraxia
• Affects motor co-
ordination
• Difficulty learning
‘everyday’ skills e.g.
riding a bike
• Issues with time
management,
planning, directions
Dyscalculia
• Difficulty with
numerical concepts
• Basic skills: telling
time, measuring
• Trouble with writing
cheques, converting
% into amounts,
reading statistics
A.D.(H)D
• Trouble listening to
and following
instructions
• May appear
‘dreamy’ if not
hyperactive
• Easily distracted:
vulnerable to
sensory overload

9. Autistic Spectrum & Mental Health
Autistic Spectrum
• Reliant on routines and clarity
• Can seem rigid or repetitive
• Difficulty concentrating: sensory
overload
• Subtext and metaphors don’t
work well
• May struggle with social
relationships & new
environments
Mental Health
• Variety of conditions: stigma still
present esp. for some cultures
• Students may talk to you about
their issues: be compassionate.
• Listen and direct them to help.
• May affect cognitive ability and
ability to listen in class
• May affect physical health and
self-care

10. Physical Disabilities: what can be affected
Sensory Hearing, vision, colour vision, peripherals. May lip-read.
Mobility Trouble moving around campus, classroom etc.
Sitting Classroom, lab benches may be unsuitable
Standing May not be able to stand for long periods
Writing May be unable to write or even type
Speaking Speech may be slower or impaired
Practical tasks Other practical tasks may be difficult

11. Invisible Disability
Not all
disabilities are
visible
Use of aids
may seem
inconsistent
Some
conditions
affect energy
Disability
makes planning
difficult
Disability
drains energy
& time
Disabilities
often intersect
(esp. MH)

12. Changing our practice
Accessibility by
design, not by
adjustment
Advice from DDS
on curriculum
and delivery
Seek and apply
feedback from
students
Sometimes
patchwork is
necessary

13. Things you can do 1: Resources
VLE – QMPlus
Document Quality
Images and Videos
Lecture recording
Handouts

14. Making Your VLE Accessible
Be explicit about purpose and structure
Downloadable documents where possible
Signpost information clearly
Consistent structure and headings
Include description in image metadata
Don’t use colour to denote priority

15. Electronic Documents
Scans should be high quality
Text recognition important (still fighting) for screen reader
E-books & e-journals ideal
Sans-serif typeface e.g. Arial
Font size 12-14 (no smaller than 11).
Use Reading Lists Online & prioritise reading

16. Images and videos
Provide image descriptions where possible when uploading
Don’t use colour to differentiate: use shade contrast
Subtitle videos where possible
Transcripts if you can (notes also work)
Providing videos can be a rest from reading
Images break up text on a page but screen readers need a description

17. Recording Teaching
Enable lecture capture where appropriate
Allow students to record on their own devices
Lecture capture does not affect attendance!
Allow students to record e.g. tutorial, meeting
Allow recording on field trips or lab where appropriate
If you can, allow students to download lecture capture files

18. Handouts
Sans-serif font e.g. Arial; 12-14 pt
1.5 line spacing
Left justify with ragged right margin
Bold not italic or underlined
Bullet points, not long sentences
Some students may need large print
Some may need different colour paper

19. Scenario
Look at the scenario in
your tables
Identify at least 2 actions
that the teacher should
take to make their
resource(s) more
accessible
5 minutes, then feed back

20. Things you can do 2: Actions
Speaking
Presenting
Facilitating

21. Speaking
Try to enunciate and face the audience
Use a mic where possible
Slow down
Pause (also good for breath)

22. Presenting
PPTs should be high contrast but not black/white
Mute screen (press B for blank) if image distracts
Use PPT to structure talk & make available
Display difficult words on PPT
Read out text: don’t just ‘leave you to read’

23. Facilitating
Ground rules help clarity
Access needs may collide
Defuse stressful situations
Allow frequent breaks
Prevent sensory overload
Clear guidance & timing for tasks
Don’t call out ‘weird’ behaviour unless necessary

24. Scenario
Look at the
‘action’ scenario
in your tables
What would you
change about
your action to
help this student?
5 minutes in
group then feed
back

25. Outside the Classroom
Laboratory
Practicals
Field Trips and
walking tours
Work
Placements

26. Laboratory Practicals
Talk to DDS about what
happens in the practical
– they can help
Talk to the student
before session – show
them around the lab
Health and safety may
require extra or early
interventions e.g.
showing individually
ahead of time
A lab assistant may be
needed to carry out
physical tasks
Computer simulations
may also be a solution
Where possible give
notes/protocols in
advance so student can
familiarise themselves

27. Field Trips and Walking Tours
Talk to the student & DDS
– set out what happens at
each stage
Both DDS & the student
will have useful
suggestions
Provide guidance ahead of
time where possible
Ensure all handouts fit the
student’s stated print
needs
Allow student to record
e.g. on walking tour
Give route of tour & rough
timetable beforehand
Show student tasks –
allow them time to learn
them if needed
Alternatives to residential
field trips can be useful for
other students e.g. those
with caring responsibilities
Things may still go wrong:
flexibility is key

28. Work Placements
Talk to the student, DDS
and the employer
beforehand
Once you’ve spoken to
the student and DDS go
back to the employer
The employer is
obligated to provide
adjustments for
employees – you need
to back them up
Find out the employer’s
disability policy &
Occupational Health
contact – get in touch
(and H&S if necessary)
Give student any
guidance ahead of time
in their preferred
format (s)
Key is ‘reasonable’
adjustments – can they
still do their job?

29. Scenario
Go to table that
fits your need:
labs, field trips or
placements
Look at the
scenario in your
tables
5 minutes then
feed back

30. Theories
Social Model of Disability
• Vs the ‘medical model’ in which disability is seen as an individual impairment.
• Social model: people are disabled by inaccessible infrastructure, institutions and attitudes.
• The stairs are the problem; not the person in the wheelchair
Universal Design for Learning
• Ultimate goal of ‘inclusive curriculum’ – addresses social model
• Accessibility built in -> less need to make adjustments
• Must be used critically to maintain academic standards & avoid ‘learning styles’ myth
• http://www.udlcenter.org/aboutudl/whatisudl
‘Spoons’ theory
• Developed to demonstrate limited energies of people with disabilities
• Highlights extra labour demanded of disabled people
• Christine Miserando’s original blogpost: https://butyoudontlooksick.com/articles/written-by-christine/the-
spoon-theory/

31. DDS at QMUL
Refer to earlier slide for services provided by DDS
Simon Jarvis (Head of Service)
Ashleigh Brownsmith (Disability Adviser Assistive Technology)
Melanie Parsons (Disability Adviser)
Angele Venchard (Disability Adviser SpLD)
Sadie Setchell(Frontline Support Manager)
James Ross (Frontline Support Officer)
Melanie Dupin (Mental Health Adviser)
Niall Morrissey (Mental Health Co-ordinator)
+ 3 term-time only Specialist Study Skills tutors

32. Useful Resources
http://www.hefce.ac.uk/pubs/Year/2016/201610/ (WP consultation)
http://www.hefce.ac.uk/pubs/rereports/Year/2015/spld/Title,104722,en.html (Support for higher education students with
Specific Learning Difficulties)
file:///F:/DSA%20changes%20and%20Inclusive%20Practice/HEFCE2015-14.pdf (Delivering opportunities for students and
maximising their success 2015-2020)
https://www.plymouth.ac.uk/your-university/teaching-and-learning/inclusivity
Autism & Uni Best Practice Guide for Teachers in Higher Education: http://www.autism-uni.org/bestpractice/
British Dyslexia Association Style Guide:
http://www.bdadyslexia.org.uk/common/ckeditor/filemanager/userfiles/About_Us/policies/Dyslexia_Style_Guide.pdf
Inclusive, Accessible Archaeology (field trips):
https://www.heacademy.ac.uk/system/files/number5_teaching_and_learning_guide_inclusive_accessible_archaeology.pdf
Teaching a Physics Lab Module to Blind Students: http://www.nottingham.ac.uk/pesl/resources/disability/teaching102/
QMUL’s Disability & Dyslexia Service: http://www.dds.qmul.ac.uk/
Some more info on the next 3 slides! Read this at your leisure…
• Next slide: disability at QMUL by %
• Last 2 slides: findings of QMUL Inclusive Curriculum Project

33. Faculty Home School In receipt of DSA
Not in receipt of
DSA
Grand Total
% In receipt of
DSA (2012/13)
% In receipt of
DSA (2013/14)
% In receipt of
DSA (2014/15)
Benchmark
Number of students
required to meet % in
receipt of DSA target
(6.0%)
Difference
between Actual
and Target
HSS
Business and Management
4 237 241
3.7% 3.5% 1.7% - 14 -10
Economics & Finance 11 367 378 3.2% 8.8% 2.9% - 23 -12
English & Drama 65 654 719 9.2% 11.4% 9.0% - 43 22
Geography 31 298 329 13.3% 7.2% 9.4% - 20 11
History 27 399 426 6.9% 2.9% 6.3% - 26 1
Law 14 409 423 3.8% 4.8% 3.3% - 25 -11
Politics 29 194 223 10.0% 3.7% 13.0% - 13 16
SLLF 39 540 579 5.4% 12.1% 6.7% - 35 4
Language Centre 4 4 0.0% - 0 0
HSS Total
220 3102 3322
6.8% 6.6% 6.6% - 199 21
S&E EECS 29 595 624 4.2% 3.7% 4.6% - 37 -8
Mathematical Sciences
37 563 600
5.0% 5.3% 6.2% - 36 1
Physics and Astronomy 46 326 372 7.9% 4.9% 12.4% - 22 24
SBCS 66 1210 1276 3.6% 6.0% 5.2% - 77 -11
SEMS 39 641 680 5.2% 9.3% 5.7% - 41 -2
S&E Total
217 3335 3552
4.7% 5.4% 6.1% - 213 4
SMD Dentistry 42 332 374 6.4% 8.6% 11.2% - 22 20
Blizard 7 50 57 12.3% - 3 4
Health Sciences 2 18 20 10.0% - 1 1
Willam Harvey Institute 5 31 36 13.9% - 2 3
Medicine 198 1178 1376 10.0% 13.4% 14.4% - 83 115
SMD Total
254 1609 1863
9.3% 12.5% 13.6% - 112 142
Grand
Total
691 8046 8737
6.5% 7.5% 7.9% 6.0% 524 167

34. Findings of QMUL Inclusive Curricula Project
• More resources for work on inclusivity (and more time)
• Clearer communication about the needs of individual students
• Unconscious bias training for staff and students
• Training for staff on how to support and refer students with dyslexia or dyspraxia
• Training on preparing inclusive teaching materials (maybe as an online module)
• Training on inclusivity/access for teaching associates
• More accessible teaching spaces, including specialist rooms e.g. laboratories and theatres
• Include a statement on inclusive curricula and access in annual programme review
documentation
• Include inclusive curricula and access as a standing item on agendas for e.g. Staff Student Liaison
Committee, Teaching and Learning Committees
• Include sessions on inclusivity as part of the annual Teaching and Learning Conference; consider
inclusive curricula as the theme for 2018; ensure diversity of keynote speakers
• Deliver an inclusive curricula festival to share best practice (this could be tagged to showing the
results of funded projects)
• Funding to develop innovations in developing/enhancing inclusive curricula
• Smoother integration of Reading Lists Online with QM Plus

35. Findings of Inclusive Curricula Project (cont’d)
• Where possible, including information about the impact of topics on minority groups; where this is not
possible, drawing attention to it and discussing the reasons and implications
• Customised, supported and detailed curriculum review sessions which are subject-specific and include
unconscious bias training and examples of more inclusive curriculum designs, with student
involvement as appropriate
• Time off for teaching for staff to properly redesign the curriculum
• More co-creation of the curriculum with students (e.g. modules that invite students to explore
pedagogical issues of inclusivity as part of their assessments)
• Recognition of inclusivity and diversity as pedagogical principles
• Support for students who commute
• Support for students who are also in paid employment
• Encourage self-directed learning and research; flip classrooms
• Diversify methods of assessment, e.g. ensure that tutorial participation is part of the overall mark
students receive
• Elicit verbal feedback from students and listen to what they say; involve students‘ voices at every level
of decision-making
• Instil values of equality/inclusivity/lack of discrimination into QMUL students