Accessibility is important, especially in a class setting. When teachers make their classes accessible, they ensure students have equal access to education and an opportunity to succeed. Here are some tips teachers can use to make their classrooms more accessible to all.
Course Content
Consider this before anything else
No matter where a class is taking place (remote or in-person), accessible content is what will help students succeed. Here are some ways to improve the accessibility of your content.
Consistency
Organization and consistency help students stay on track with the flow of lessons. This will allow them to retain and implement what they have learned. This applies to the schedule of a class, exam templates, and the format of any and all visual materials.
Accounting for learning styles
When ensuring the accessibility of course content, it’s essential to consider the varying styles of learning each student may have. This includes using discernable visual materials or allowing enough time to complete coursework. The Universal Design for Learning is an excellent framework to refer to.
Using assessments and evaluations
Creating assessment and evaluation strategies will help determine if students have achieved a learning objective. This can include having students reflect on what they learned at the end of class or surveying their understanding collectively. Teachers may also include evaluation questions on exams. Referring to these measurements throughout a course will help to gauge whether the content of the course is understandable and accessible to all students.
The Classroom
Classroom accessibility is about more than physical space. Teachers should strive to make their classrooms a supportive environment as well. Ways to make the classroom more accessible for students include the following.
Identify the needs of students early on
Teachers should become familiar with a student’s Individualized Education Program (IEP) so that they can help implement necessary accommodations and make the class environment conducive to that student’s learning style. Consider, for example, a student with a verbal impairment who relies on an external communication device. The teacher should familiarize themselves with how to work the device and make sure it is functioning properly.
Mobility
Teachers should do what they can to make class materials and activities easily accessible. Ensure classroom facilities are clear of barriers for students with mobility disabilities and create learning activities that are accessible for students with mobility devices.
Keep transitions in mind
Depending on a student’s learning needs, transitions throughout the day can be a source of anxiety if not properly implemented. Consistency in day-to-day programming can help ensure a calm and routine environment.
Speech, communication, and sensory disabilities
Use large visual and tactile aids and be sure to provide oral or audio descriptions of visual material. For example, providing a text printout of audio lessons for students who are blind or low vision, or creating space for a student with a speech disability to participate without being rushed.
Avoid accidental discrimination
An easy mistake to make while accounting for differing learning needs is to do so in a way that may isolate certain students. This can include showing disproportionate attention to a student during class time, having a student with special needs sit apart from the other students, or lowering class standards for the sake of one student. While working to make the classroom accessible, teachers should do so in a way that helps all students engage in an equal manner.
Remote Learning
Maintain a consistent curriculum
As previously stated, consistency is an important aspect of class content. If a class has shifted from a physical to a remote setting, students of all learning abilities will find it to be disruptive. Maintaining a sense of routine will ensure a sense of normalcy, which will, in turn, bring the best out of students.
Make video content accessible
Much of a remote learning curriculum consists of video-based lessons. It is important to consider all types of learning abilities when putting these lessons together. This includes considering students with the need for additional visual or audio supports. Some ways to ensure accessible remote content include closed captioning for videos, audio descriptions of visual content, and consistent format in page titles and headings.
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