Inclusion - Who Benefits?
The following is a list of simple changes you can make to your teaching and learning that can have a great effect on your students' learning experience.
| Action | Who Benefits? |
|---|---|
Timely provision of an annotated reading lists. |
Anyone wishing to engage in focused, efficient reading. |
| Student who works part-time of necessity. | |
| Student with family commitments that limit reading time. | |
| Student with a specific learning difficulty who finds reading time consuming and tiring. | |
| Student who is a non-native English speaker. | |
| Student with a chronic illness leading to fatigue / pain; or concentration difficulties due to medication. | |
Distribute lecture handouts in advance of lectures. |
All students who wish to prepare for a lecture in advance. |
| All students who find lectures become exercises in speed writing rather an active cognitive engagements. | |
| Mature Student with lower stamina who finds it difficult to write continuously for an hour and could use a handout. | |
| Student who finds it hard to follow the structure of the lecture aurally and can gain structure from the handout. | |
| International Student who finds it difficult to write and listen simultaneously in a second language. | |
| Student who sometimes miss classes for medical reasons. | |
Distribute timetables in plenty of time before the beginning of term. |
Any students organising activities around classes. |
| Student who needs to arrange child minding while in class. | |
| Student from disadvantaged socio-economic background needing to arrange part-time work during term time. | |
| Student with mobility difficulties who must ensure all classes are accessible and can be reached in the time allowed between lectures. | |
Offer a range of assessment methods including alternatives to exams. |
Any student who for any reason underperforms in certain assessment situations. |
| Older student with lower stamina who finds it difficult to write continuously for three hours or who's short term memory is not as strong as younger students. | |
| Dyslexic student who finds structuring essays in limited time difficult. | |
| International Student who finds completing essays in a second language under time constraints difficult. | |
| Student with a physical impairment who finds it difficult to write continuously for three hours or who writes at a slower pace than her peers. | |
Offer a range of teaching methods including alternatives to lectures. |
All students who learn better via methods other than traditional chalk and talk. |
| Student who sometimes must miss lectures due to significant outside responsibilities (e.g. sick child). | |
| Student who finds it difficult to concentrate in lectures due to difficulties at home. | |
| Student with a specific learning difficulty who finds it difficult to ascertain the main points and arguments in a lecture. | |
| Student with ADHD who has difficulty note taking due to difficulties with concentration and short-term memory. | |
| Students who miss many vital points when sitting in lectures in a non-native language. |