Accessible teaching strategies
This resource includes strategies that can enhance the learning experience for a wide range of students and may reduce the number of individual accommodations requests you receive. You are encouraged to adopt and adapt these strategies in ways that fit your teaching context. These strategies do not replace individual accommodations and you will still need to meet each student’s approved accommodation plan.
Designing assignments
Recognizing that students’ needs and circumstances vary, flexibility in assignment design and deadlines can foster greater engagement and success in assignments.
- State the estimated time to complete the assignment and a recommended start date.
- Allow a short no-penalty extension (24-48 hrs) without requiring a reason.
- Offer an extension pass system (a set number of term) for further “no-questions asked” extensions.
Example communications
“This assignment is estimated to take 10 – 15 hours between research, writing, and editing. It is recommended you begin this assignment at least two weeks prior to the due date (provide specific date). A 24-hour no penalty extension is allowed without communication. For any further extensions please contact me and we can work together with developing a timeline that allows you to successfully complete the assignment.”
“A 23hour no penalty extension is available without request. For more time, contact me to discuss."
Tests and exams
Distraction-reduced assignments
There are measures you can implement in your exams that will reduce distractions.
- Book a larger room to increase spacing, or split the class across two sessions.
- Set a quiet, orderly submission process with a minimum seated time before students can leave.
- Communicate UVic's scent/fragrance guidelines.
- Allow noise-reducing items (earplugs).
- Minimize interruptions (announcements, side conversations) during assessments.
Universal Extended Time (UET)
When time itself is not a learning outcome, extending assessment time can reduce stress and anxiety and provide a more accurate measure of student learning. Universal Extended Time (UET) is an assessment approach where all students receive the same extra time, based on the standard time needed to complete the assessment.
When implementing UET, account for the full assessment process, including reviewing instructions, responding, revising, and using metacognitive strategies. Set clear expectations (e.g., response length and problem-solving space). Continue to review individual academic accommodations and, when needed, consult with CAL and the student to address disability-related barriers.
Exam space measures
Have extra paper to provide for exams beyond the provided booklet or other materials. This provides students with the space they need to work through and develop their ideas and present their fullest understanding of course materials during assessment. See extra paper for exams accommodation.
A five-function calculator may be used during an exam to perform basic calculations. It allows students to add, subtract, multiply, divide, and calculate exponents. See five-function calculator accommodation.
A memory aid can be integrated into exams in the following ways:
- Instructor-provided memory aids (e.g. formula sheets, key definitions, acronyms, or key dates).
- Student-generated memory aids using standardized instructor templates to ensure equitable use. Use materials or tools that preserve learning outcomes and academic integrity and consider student-created memory aids to support exam preparation. See memory aid accommodation.
Supervised breaks allow a student to step away from their desk during an exam while remaining under supervision. Suggested strategies include:
- Schedule breaks between exam sections.
- Incorporate silent rest breaks at students' desks.
- Explain break procedures and expectations before the exam.
You may also allow students to complete their exam using a word processor on their own personal electronic device when completing a digital, asynchronous assessment. See word processor for exams accommodation.
Ways to participate
Group work alternatives
Support effective group work by providing clear expectations for communication, workload distribution, check-ins, and self-evaluation. Consider offering flexible group roles so students can choose responsibilities that align with their strengths, such as content researcher, slide deck developer, editor, script writer, or presenter.
Where appropriate, provide an individual assessment option that meets the same learning outcomes as the group assessment.
Attendance
Consider measuring student engagement rather than attendance where possible. If attendance is required, build flexibility into your policy by allowing a limited number of absences without penalty. Clearly communicate your attendance expectations in the course syllabus and discuss them during the first class.
“While this class prioritizes attendance and it is included as participatory points toward your final grade, I realize that sometimes life’s daily activities, illness and other barriers can prevent attendance at every class "Each student may miss up to [X] classes without penalty or needing to explain why. If you expect a longer absence, let's talk."
Oral class discussion alternatives
Offer multiple ways for students to demonstrate participation and engagement. Options may include:
- Asynchronous Brightspace discussion forums
- Note cards or post-it notes for comments and/or questions that can be read aloud by the instructor
- Brief written reflections of lectures
- Traditional oral class discussion
Providing options allows students to engage in ways that best support their learning while meeting course expectations.
Felxible options for oral presentations
Consider offering flexible options for oral presentations to reduce barriers and support student success. Alternatives may include recorded video presentations, slide decks with written scripts, presentations delivered to the instructor only, or presentations to a smaller group of peers.
Access to classroom learning
Recording lectures
Providing class recordings can support students with academic accommodations, developing note-taking skills, or help students with short-term absence. When possible, consider recording lectures through Echo360.
In some contexts, recordings may not be appropriate, particularly when sensitive or culturally significant information is being shared. Clearly communicate when students may or may not record class content to set expectations and reduce barriers.
“Lectures in this course will be recorded and made available to students through (insert access process)”
“This course may include discussions involving sensitive or personal information. During these discussions, students will be asked to pause all recording activities, including audio recording and stand note-taking, to respect the the privacy of their peers. Students will be informed when they can resume typical recording activities.”
Electronic devices
Allowing electronic devices in class can support students in completing academic tasks and accessing learning tools. Consider establishing a clear policy for device use and communicating expectations at the start of the course.
If there is a concern that the use of electronics may lead to distraction for other students, be clear about your expectations (or create a class agreement) regarding their use. To reduce distractions in a face-to-face course, you could opt to divide the classroom into zones: a tech use zone and tech-free zone.
“I welcome you to use your laptop or tablet in class for notes and course-related activities. Please ensure devices are muted and used in ways that support the learning environment."
“To support different learning preferences, this classroom includes designated areas for students who prefer to use electronics and those who prefer a technology-free space. If using devices, please keep them muted and limit use to course-related activities.”
Shared notetaking document
Consider ways to help produce shared lecture notes for your class.
- Create a shared lecture note document in Word or annotated slides in PowerPoint with embedded topics and timelines related to each class's content.
- Create a volunteer sign up where students can assign themselves to one class and input notes into a shared document. Set parameters and time frames around the notes (Ex. one–two pages, within 24 hours of class completion) so students understand what is expected.
- For first year or large classes, provide an outline for each class with the central topics that will be covered in sequential order, provide this to students before the class begins so they can use it as a guide for notetaking.
You can also use this as part of measuring engagement in your course. Alternatively, you can consider a rotating note taker role and count these notes as marked engagement.
References
- Beals, K., & Beals, K. (2016). Speech and language technology for language disorders (1st ed.). De Gruyter. https://doi.org/10.1515/9781614516453
- Margolis, M. J., & Feinberg, R. A. (Eds.). (2020). Integrating timing considerations to improve testing practices. Routledge, Taylor & Francis Group.
- Penn, P. (2020). The psychology of effective studying: how to succeed in your degree (1st ed.). Routledge.
- Slaughter, M. H., Lindstrom, J. H., & Anderson, R. (2020). Perceptions of Extended Time Accommodations Among Postsecondary Students With Disabilities. Exceptionality, 30(4), 246–260. https://doi.org/10.1080/09362835.2020.1727339
- van der Meer, J. (2012). Students’ note-taking challenges in the twenty-first century: considerations for teachers and academic staff developers. Teaching in Higher Education, 17(1), 13–23. https://doi.org/10.1080/13562517.2011.590974