Accessible Teaching

Accessibility in teaching and learning means that learning environments, teaching methods, materials, assessment practices, and support services are designed from the start to suit everyone. In other words, when planning teaching and course implementations, the diverse needs of learners are taken into account, enabling flexible ways of studying.

Students in universities of applied sciences vary in age, life situations, and backgrounds. They have different learning skills, goals, and linguistic and cultural backgrounds. About 20% of university of applied sciences students have some form of learning difficulty. A teacher’s pedagogical choices can significantly enhance accessibility and strengthen each student’s opportunities to learn, participate, and feel a sense of belonging in the group. Universal Design for Learning (UDL) is a practical framework that helps design teaching to be flexible and supportive of different kinds of learners. It helps teachers consider diverse ways of learning, participating, and demonstrating competence.

At Jamk, accessibility in teaching and learning means that students’ diversity and inclusion are taken into account in implementation plans, teaching design and delivery, learning materials, and assessment. Students may apply for individual study arrangements if needed. See Individual Special Arrangements and Accessibility in Studies for more information.

Tips for Planning and Implementing Accessible Guidance and Teaching

• Get to know your learners.
• Define clear goals for the teaching session and communicate them to students.
• Strengthen motivation and meaningful learning experiences.
• Ensure that learning objectives are realistic and achievable.
• Ensure the accessibility of both physical and digital environments.
• Structure and clarify the subject matter and learning situation.
• Create a positive atmosphere that promotes participation and community.
• Strengthen encouraging and appreciative interaction.
• Plan and use multichannel and alternative teaching and guidance methods that consider different ways of learning.
• Make instructions and materials clear, multichannel, and inclusive of diverse learners.
• Plan and use diverse methods of demonstrating competence and assessment practices.
• Enable individual arrangements when needed and ensure sufficient support is available.
• Provide opportunities to give feedback.