Framework

  • 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.