- Use of technology during instruction.
- Use differentiated instructional strategies by doing a student’s pre-assessment.
- Application of instructional design methodology of analysis, design, development, implementation, and evaluation (Branch, 2009) and the universal design for learning guidelines.
- Use a variety of teaching methods and strategies.
- Use arts-based methodologies.
- Describe the visual concepts.
- Initiate activities that promote group work and class discussion.
- Flexibility in course design and delivery.
- Build an atmosphere where students feel comfortable to express their needs.
- Use small seminar groups and number of students.
- Support student engagement so they can feel comfortable asking questions.
- Build inclusive relationships with the students
- Provide opportunities for collaboration with peers.
- Inform students about and the use of the Disability Assist provision.
- Allow students to record and use their handheld devices during the lecture
- Provide a seat to the student in the seating position with minimum noises and in a U-shape sitting arrangement considered effective to reach all of the students.
- Initiate group work activities to uplift the involvement and engagement of the student in the class.
- Apply flexible grouping strategies to expose the students to various learning experiences with various characteristics of peers.
- Inform students about and the use of the Disability Assist provision.
- Provide screen reader such as JAWS or NVD.
- Add alternative text attached to the picture so the student can have a clear description on the picture.
- Provide Slate, Stylus, Picture Descriptor Software such as cloud vision.
- Provide note taking software such as Evernote, write pad.
- Provide recorded and laptop.
- Provide Braille Translation software, and Braille printer.
- Provide reader that assist the students to do the exam.
- Design examination that is accessible for students such as providing the examination in form of audio, braille, or word file Assistive technology.
- Flexibility with students’ absences.
- Use online platforms to upload course material and provide lecturer’s notes.
- Materials and lecture notes posted on Minerva
- Provide the reading materials in accessible format such as word, pdf or epub.
- Provide the materials before the class so students can have enough time to learn it.
- Provide lecture hand-outs and Power Point presentation.
- Availability of content and learning resources in alternative formats.
- Use online platforms to upload course material and provide lecturer’s notes.
- Materials and lecture notes posted on Minerva
- Provide the reading materials in accessible format such as word, pdf or epub.
- Provide the materials before the class so students can have enough time to learn it.
- Provide lecture hand-outs and Power Point presentation.
- Availability of content and learning resources in alternative formats.
- Provide set times for tutorials and office hours, where the students can see their teachers and tutors whenever problems arise.
- Extra tutorials (one-to-one sessions) for students with disabilities provided by postgraduate students.
- Provide mentoring support.
- Offer access to trained dyslexia specialists, to assistive technology and counselling.
- Students are paired with the Librarian to identify specific challenges and steps to remedy the obstacles to obtain information.
