Implementing inclusive teaching practices

At UTS we are committed to creating inclusive learning environments to ensure that all students, including those living with disabilities and/or medical conditions can access their learning materials, actively participate, and engage in their studies and coursework.

Inclusive teaching practices can help ensure that all students feel like they belong at UTS. Proactively adapting your teaching practices to be more inclusive and ensuring your learning materials are accessible will benefit all your students but will be critical for those with access requirements.

1. Facilitate inclusive sessions by communicating clearly and providing alternatives for audio and visuals.
2. Use inclusive language about accessibility by using people first language rather than focusing on a person’s disability.
3. Design inclusive assessments and learning activities by providing flexibility and multiple ways to engage.
4. Create accessible content by including clear content structure, in-built styles, captions and alternative text.
5. Implement reasonable adjustments and alternative assessments to create equitable learning opportunities for students with access requirements.
6. Reflect on your teaching practice by conducting an inclusive practices review aimed to get you to think about how a student might be disadvantaged.

How to use the inclusive practices review

The inclusive practices review is a self-assessment tool to help you reflect on impacts students might be facing when creating your learning activities, assessments or content.  

It’s important to keep in mind that no two students are the same. Even if they have the same disability or medical condition, everyone’s experience is unique. This tool is not to replace checking in with your students, but to help you keep the varied types of accessibility requirements front of mind.

Ask yourself – will a student be disadvantaged if…

1. They rely on a screen reader to access content because they experience impacts on their vision?
2. They cannot differentiate between colours or rely on high colour contrast?
3. They rely on lip reading and need to see faces clearly?
4. They rely on captions?
5. They have difficulty adapting to new environments and stimulus?
6. They have difficulty reading social cues or working in groups?
7. They have difficulty writing or typing and/or have poor fine motor skills?
8. They experience fatigue?
9. They experience heightened anxiety?
10. They have impacts on cognition and processing speed?
11. They have impacts on focus and concentration?
12. They are easily distracted and/or have impacted abilities on time management?
13. They experience low mood and motivation?
14. They are unable to sit for long periods of time?
15. They have impacts on their retention and working memory?