Inclusive Teaching Practices

All people learn differently from each other - we each have preferred learning styles. Some of us learn best when working with visual information, others process information more readily when it is delivered in an auditory manner. Inclusive teaching practices make provision for a wide range of learners, not just those with a disability, by integrating numerous methods to deliver information into their teaching practice.

A core principle of inclusive teaching is that a 'one size fits all' approach will not be the best method of teaching. Even students with the same disability groupings e.g vision impairment, will have different strengths and preferred learning styles. Inclusive teaching practices encourage the use of multiple strategies for delivering information and providing multiple ways for students to demonstrate the knowledge they have acquired.

Examples of inclusive teaching strategies

• Provide a written overview of the semester highlighting key issues for each week and dates of important events e.g. assignments, field trips
• Provide a glossary of key terminology
• Provide a template for assessment tasks to assist students identify key criteria e.g. marking guides
• List key concepts on whiteboard providing a written back-up for verbal information
• Support abstract concepts with concrete examples where possible - this gives a meaningful context for some students
• Consider random groupings, rather than self-selection for group tasks to avoid exclusion of individual students
• Consider the learning environment - glare, background noise, layout of room can all impact on a student's comfort and participation
• Utilise facilities such as i-lecture where available and LMS to provide back-up information for students with memory and concentration issues

Examples of inclusive assessment strategies

• Utilise a variety of assessment methods such as essays, presentations, demonstrations, reports, visual journals, multi-media presentation and group discussions
• Consider the different ways examinations can be conducted. For example can an exam be open book so that students with memory/ recall difficulties can demonstrate they can access required knowledge?
• Provide opportunities for continuous assessment as modules are delivered/completed and consider the weigthing given to ongoing assessment tasks.

Some further information on Inclusive Teaching Practices

Creating Accessible Teaching and Support (CATS) Teaching Strategies is an excellent resource for academic staff.

The Australian Disability Clearinghouse on Education and Training.

University of Melbourne's Developing a culturally inclusive curriculum.

University of Melbourne's Cultural Diversity in Teaching and Learning: A guide to self audit for good practice.

University of Melbourne, Academic Board, Nine Principles for Good Teaching and Learning : PDF : 208KB.

The Open University's Making your teaching inclusive provides a range of advice and strategies including preparation, sustaining self-esteem and motivation, E-learning and inclusive assessment strategies.

The Teachability project from the University of Strathclyde in the United Kingdom explores issues regarding accessible curriculum for students with disabilities

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