The following four steps are recommended.
Before you look at either the questions or the text, ask yourself what are the core requirements of the subject or programme that you teach.
This is a challenging question, but one that needs to be addressed, because potential students with impairments need to know whether there is any possible conflict between the nature of the subject, programme or discipline, and the nature of their impairment. It is only if you begin with some clarity about core requirements of a programme that you can go on to engage with questions about adaptations and alternatives for students on the grounds of impairment. Nevertheless, it may be that you will want to revise your 'clear' ideas about such core requirements in the light of some suggestions in the materials, or consider alternative means of fulfilling these requirements.
Look at the 'Questions' section.
The questions are intended to aid reflection on current practices and procedures in relation to how well (or not) these meet the needs of students with a range of impairments, and whether there is scope for enhancement of curriculum delivery. You could skip any sections which do not apply to your subject or programme, or use them creatively to address teaching practices not explicitly covered in the materials.
Read the text.
The first part of each resource section is about practices and procedures which are likely to meet the needs of most students, and which many departments regard as good, inclusive provision.
The second part of each resource section is about possible provisions for some students with some impairments. The difference can be illustrated by an example. The department practice of putting overheads and other lecture materials on the department web-site could be seen as 'inclusive practice' from which all students are likely to benefit. However, the provision of such materials in Braille is a possible provision for some students.
Begin to formulate a strategy, by addressing the following questions:
Individuals may decide to alter their own teaching practices in some way(s). At department level, changes to procedures and processes might lead to more accessible curriculum delivery. However, where barriers do exist, the acknowledgement of constraints is essential in order to inform the programme choices of potential students. Effective strategies, of course, incorporate plans for monitoring and evaluation.
Departmental strategy will also be of interest to institutional staff with responsibility for quality, programme advertising or for overseeing compliance with discrimination legislation.
Next: A note on the language of the materials
Copyright: The University of Strathclyde 2000
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